Planning for Algebra–II
Algebra–II students commonly have all the basics from Algebra–1 and from Geometry, so I can easily refer to certain concepts needed to teach this curriculum unit. These are concepts already presented in Geometry and Algebra–1
As an anticipatory set, students already have the vocabulary needed to succeed in this portion of the curriculum unit. We have reviewed relations and functions, inverse of a function, translations and a coordinate system; we have studied about shapes analytically described in a coordinate plane as well as the ideas of domain and range and how important is to define them to preserve the concept of function.
To start the curriculum unit, a set of exercises of simple translations using shapes already known will be created. Using only the coordinate system and the description or definition of the shape to be translated will make the process smooth enough to implement these new ideas. After students feel comfortable with the transformations, the concept of inverse of a function will be included.
Students will start with a warm–up to practice translations and locating figures in a coordinate system. At the same time, students will get familiar with the language used for the activity. Warm–up will take up to 15 minutes including the solution of the exercises from the warm–up. The next 10 minutes, instructions for the activity of the day will be given. Students will receive the materials and utensils for the hands–on activity. On the following 15 minutes, students will engage in the hands–on activity cutting out the shape to be translated and placing it on a graph paper. A digital camera will be available to take pictures of the "before" and "after" products. Students will be assigned in groups what exercises should they concentrate on
Using the digital pictures, students will be able to record and later on, to see and write the coordinates of important points of the shape before and after being translated. When I refer to important points, I mean the vertex (if any), the y–intercept and the x–intercepts.
The last 15 minutes of the class will be devoted to student's presentations on their assigned exercises. Power points with the inclusion of digital pictures will be shown with the LCD projector while students are presenting. In addition to the geometric transformations, students will start their groups for their culminating project. Project assigned by the end of the report period will be a power point presentation per group about relations, functions, and inverse of a function. A written component describing these concepts and what they have learned will be as well required. The last portion of the project will have some graphs in a coordinate plane, some designs of clothing to include fashion and the bibliography, including Internet sites citation. The ending is however open to students' creativity.
For student's presentations and report project, a rubric will be created. Rubric will be given to students prior to the actual presentations. It is much better to provide students with the information of the rubric, so they will know what teachers expect from them. At the same time, having the rubric helps students to concentrate their efforts on certain parts of the project in order to obtain a much better grade.
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