Multiple Intelligences Unit Plan Template EDUC 522 Fall 2010 Unit Title: chapter 6: Teacher: Kristan Morales

Systems of Equations & Inequalities

Grade Level: 9-12 Subject: Algebra 1 Time Frame: 2-3 weeks

Objective(s):
6.1: Solving Systems by Graphing 6.2: Solve Systems by Substitution 6.3: Solve Systems using Elimination 6.4: Applications of Linear Systems (word problems) 6.6: Systems of Linear Inequalities

Intelligences:
-Logical Mathematical -Verbal linguistic -Bodily-Kinesthetic -Interpersonal -Interpersonal -Musical -Naturalistic

Technologies:
-online textbook pearsonsuccessnet by Prentice Hall -Prentice Hall powerpoints -Prentice Hall videos at PHSchool.com -graphing calculator -Internet www.questgarden.com/q/piratetreasure

Standards:
(Include CCSS , State and NET*S Standards)

CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CCSS.Math.Content.HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. CCSS.Math.Content.HSA-CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret

solutions as viable or nonviable options in a modeling context. CCSS.Math.Practice.MP5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSS.Math.Practice.MP4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Alg 1: 9.0: Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of linear inequalities in two variables and to sketch the solution sets. Alg 1: 6.0: Students graph a linear equation and compute the x- and y-intercepts. They are also able to sketch the region defined by linear inequalities. Alg 1: 15.0: Students apply algebraic techniques to solve rate problems, work problems and mixture percent problems

NETS.S 1.0: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. Students will: a) Apply existing knowledge to generate new ideas, products or processes b) Create original works as a means of personal or group expression c) Use models and simulations to explore complex systems and issues d) Identify trends and forecast possibilities NETS.S 2.0: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students will: a) Interact, collaborate and publish with peers, experts or others employing a variety of digital environments b) Communicate information and ideas effectively to multiple audiences using a variety of media formats c) Develop cultural understanding and global awareness by engaging with learners of other cultures d) Contribute to project teams to produce original works or solve problems NETS.S 3.0: Research and Information Fluency a) Plan strategies to guide inquiry b) Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media c) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d) Process data and report results NETS.S 4.0: Critical Thinking, Problem Solving and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students will: a) Identify and define authentic problems and significant questions for investigation. b) Plan and manage activities to develop a solution or complete a project c) Collect and analyze data to identify solutions and/or make informed decisions d) Use multiple processes and diverse perspectives to explore alternative solutions Materials: 1. 2. 3. 4. 5. 6. 7. 8. 9. Prentice Hall Algebra 1 Textbook Internet access and web-codes for textbook Homework Video Tutors Paper and graph paper Colored pencils and ruler Calculator-graphing preferred. LCD projector and speakers Printer ELMO projector or overhead projector MOBI electronic interwrite tablet Intelligences:

Procedures:

Intelligences:

Lesson 6.1: Solving Systems by Graphing

1. Introduce a system graphically by showing the 3 different types of solutions that can occur: -1 solution (lines intersect in 1 point) independent -no solutions (parallel lines-0 points in common) inconsistent -infinite solution (same line/equation-overlapping-infinite points in common) dependent Sketch out what the 3 different situation would look like when you graph the 2 lines for each scenario. Show cheer with arm movements How many solutions can there be? One! None! Infinitely Many! Show powerpoint slide form Pearson successnet additional examples y = 2x + 1 the slope is 2 and the y-intercept is 1 y = 3x 1 the slope is 3 and the y-intercept is -1 graph both lines on the same set of axes and the solution is the points they have in common (2,5)

Visual Spatial

Bodily Kinesthetic Visual Spatial LogicalMathematical

2. Graph and solve: Y= 2x +1 Y = -1x + 4 Solution- (1,3) independent 3. Graph and solve: Y = 3/2x + 1 Y = 3/2x -4 Solution: parallel lines (since same slope) so NO solution inconsistent 4. Graph and solve: Y = -4/3x + 5 4x + 3y =15 (which when you put in y=mx+b form is y=-4/3x + 5) Solution: Infinite solution (since same line) dependent 5. Graph and solve: Y= 4x 3 Y = -3x 3 Solution: (0, -3)

6. Graph and solve: Y = 5/3x -4 Y= 2x 6 Solution: (6, 6) 7. Graph and solve Y = -x + 2 3x + 3y = 12 Solution: same slope so parallel so NO solution 8. Without graphing decide if each system has 1, none or infinitly many solutions just by looking at the slope of the 2 lines. Let students know that in order to do these kinds of problems the equation must be in slope intercept form y= mx + b so you can see what the slope, m, is . If the given problem has equations in standard form you will need to solve for y. a) Y= 5/6x + 12 and Y= 4/3x -5: different slope so ONE solution b) 2x + y = 6 and 3y= -6x + 9: same slope so NO solution c) Y = 2/3x + 4 and 2x -3y = 3: same slope so NO solution d) Y = -x 3 and y = x + 3: same equation so INFINITE solution 9. Is an ordered pair a solution to the system? Yes: if when you substitute the (x,y) in the equation and it makes both equations true. No: if when you susbstitute in (x,y) you get at least 1 false statement 10. Y = 2x -20 and y = -x + 34 a) Is (10,0) a solution? No b) Is (18, 5) a solution? no c) Is ( 5,4) a solution? Yes Can use practice 6.1 worksheet to have groups make posters and present their findimgs to the class HW: 6.1: #1-22 (pg 279) HW video tutor: solving & interpreting a system of linear equations by graphing: PHSchool.com webcode: bae-1601 HW video tutor: interpreting solutions of systems of linear equations HW video tutor: analyzing special types of linear systems Interpersonal

Lesson 6.2: Solving Systems by Substitution

Logical Let students know that there are 3 ways to solve a system of equations: mathematical -graphing (section 6.1) -substitution (section 6.2) -elimination (section 6.3) Substitution and Elimination are algebraic methods that allow for more precise answers than graphing. Steps to follow when using substitution:

Step1: solve one equation for one variable in terms of the other variable Step 2: substitute you step#1 into the 2nd equation and solve for the other variable (you will get an actual number here) Step 3: Use values from step #2 and substitute back into the 1st equation to get the value of the 1st variable. Step 4: Write your solution as a point (x,y) NOTE: For visual learners I always color code each equation separately: blue for first equation and green for second equation so as to visually keep the 2 equation separate. I do all the work in black. I also, box the original equation so I can refer back to what I started with when it comes time to substitute back in. 1. y = 3x x + y = 20 solution: (5,15) 2. x = y 7 2x + y = 1 Solution: ( -2, 5) 3. 2x + 3y = 4 x 3y = 5 solution ( 3, -2/3) 4. y = x 7 2x + y = 8 Solution ( 5, -2) 5. 2x + 4y = -6 x 3y = 7 solution ( 1, -2) 6. y = 2x + 7 y = 5x + 4 solution ( 1, 9) 7. x + 2y = 200 x = y + 50 solution ( 100, 50) 8. 3x 2y = 0 x + y = -5 solution ( -2, -3) 9. SPECIAL CASES (infinite and no solutions): How do you know when there is no solution (parallel lines no points in common) or infinite solution (same line all points in common) if you do not graph the lines? What will happen algebraically to show you these two types of special situations? a) y = 3x 6 -3x + y = -6 When you go to solve this you end up with -6 = -6 which is always

true which means there is infinite solutions. Whenever you go to solve and you end up with something like 3=3 or 10=10 you know you are in an infinite solution situation. How to check? Get both equations in y=mx+b forma nd you will see that indeed they are the same equation and therefore share all points in common and thus have infinite solutions. b) 3x + y = 10 y = -3x + 4 When you go to solve this you get 4=10 which is of course not true and never will be true and therefore has no solutions. Anytime you solve and you end up with something like 6= -8 or 3=100 which you know is never going to be true you are in a parallel line situation which has no solution since the lines never cross. How to check? Get both equations in y= mx + b form and you will see that they both have the same slope (in this example both have slope = -3) HW: 6.2: #1-18 (pg 284) HW Video tutor: Solving Systems using substitution: PHSchool.com webcode: bae-0602 HW video tutor: Real world situation solving using substitution

Lesson 6.3: Solving Systems by Elimination

Introduce by telling kids this is a method by which you use addition or subtraction to get rid of or eliminate one variable. Remember you can not solve for 2 variables at the same time so you need to find a way to be able to work with only variable first then once you solved for that variable you can substitute it back in to find the other variable. How to solve using Elimination: Step 1: add or subtract the 2nd equation so as to eliminate 1 variable. Step 2: solve for 1 variable Step 3: use substitution to find the value of the other variable TRICK to STEP 1: if the coefficients of the variables are not the same simple adding or subtracting will not work right away. Sowhat you will need to do is MULTIPLY one or both equations first to get the variables the same BEFORE you ADD or SUBTRACT. 1. 4x 3y = -15 4x 5y = -7 Which variable to eliminate? X How? Subtract Solution (-3, 1) Logical Mathematical

2. 6x 2y = 9 6x + 5y = -18 Which variable to eliminate? X How? Subtract Solution (0.5, -3)

3. 4x 3y = 1 -8x + 7y = 3 Which variable to eliminate? X How? Multiply top equation by 2 then Add Solution (4, 5) 4. 2x + 7y = 5 2x + 3y = 9 Which variable to eliminate? X How? Subtract Solution ( 6, -1) 5. 4x y = 6 3x + 2y = 21 Which variable to eliminate? y How? Multiply first equation by 2 and then add Solution (3, 6) 6. 4x + 5y = 6 6x 7y = -20 Which variable to eliminate? X How? Multiply first equation by 6 and second equation by 4 so that the coefficient of x is 24 for both equations. (Flip flop multiply coefficients is a method that always works) Then subtract HW: 6.3: #1-22 (pg 290-291) HW video tutor: Solving systems using elimination-adding: PHSchool.com webcode bae-0603 HW video tutor: Solving systems using elimination-multiplying first

Lesson 6.4: Applications of Linear Systems-word problems-focus on break even problems

Jill and Steve save money word problem: (y= mx+b type equation): Steve and Jill are saving money to buy Christmas presents for their friends and family. They make deals with their parents to work around the house to earn money. Jills Deal: parents give her $10 to start working and then $5 per hour worked. Steves Deal: parents give him $40 to start working and then $3 per hour worked. Q1: When will Jill and Steve have the same amount of money?( Answer (15,85)) After 2 hours who has more money? After 10 hours? 20 hours? To DO: 1. Set up an equation in y=mx+b form for both Jill and Steve 2. Set up a x-y table of values for both Jill and Steve 3. Use your table of values to graph both Jill and Steves equation on the same set of coordinate axis. 4. Use your graph and table values to answer the questions about the Jill and Steve System of Equations. 5. Work with your group to come up with a solution Gym workout problem (y=mx+b type equation) VIDEO in section 6.1: Verbal linguistic Logical mathematical Visual spatial

Interpersonal

A gym offers a program where you can purchase a membership for $10 fee plus $4 each workout or if you do not want to join you can just pay $6 each workout. Q1: After how many workouts will the 2 plans cost the same amount of money? ( Answer (5workouts,$30)) Q2: if you only plan to work out 3 times which plan is a better deal? If you plan to workout 10 times which plan is a better deal? To DO: 1. Set up an equation in y=mx+b form for both plans 2. Set up a x-y table of values for both plans 3. Use your table of values to graph both plan equations on the same set of coordinate axis. 4. Use your graph and table values to answer questions about which plan is a better deal and explain why. 5. Solve each system using substitution or elimination. Do you get the same answer as graphing? HW problem#24 from section 6.1 book (p280): Communication calling Card Co. (y=mx+b type equation) Plan A: costs $.30 connection fee plus $.02 per minute Plan B: costs $.10 connection fee plus $.06 minute Q1: if you plan to talk 2 minutes which plan is a better deal? What if you want to talk 10 minutes? Q2:Find the length of the call for which both plans would cost the same? (5min, $.40) To DO: 1. Set up an equation in y=mx+b form for both plans 2. Set up a x-y table of values for both plans 3. Use your table of values to graph both plan equations on the same set of coordinate axis. 4. Use your graph and table values to answer questions about which plan is a better deal and explain why. 5. Solve each system using substitution and see if you get the same answer as you did graphing HW problem#35 from section 6.1 book (p280) Band records demo tape (y=mx+b type equation): You are in a band and are comparing prices of recording studios where you can record a demo tape. Studio A: charges $100 studio rental fee plus $50 an hour Studio B: charges $50 studio rental fee plus $75 an hour. Q1: If you band only needs 1 hour to record the demo which studio is a better deal? What is you need 5 hours? Q2: Is there an amount of hours where the 2 studios will cost the same? (answer: 2 hours, $200) To DO: 1. Set up an equation in y=mx+b form for both plans 2. Set up a x-y table of values for both plans 3. Use your table of values to graph both plan equations on the same set of

coordinate axis. 4. Use your graph and table values to answer questions about which plan is a better deal and explain why. 5. Solve using susbstitution and see if you get the same answer you did as graphing Wii games vs. Xbox games (Ax + By = C type equation): You are Christmas shopping. You buy 5 Wii games and 6 X-box games and spend $356. The next day you buy 1 Wii game and 2 X-box games and spend $100. Q1: How much does a Wii game cost? How much does an x-box game cost? Set up system of equations and solve using substitution or elimination Answer: 5w + 6x = 356 1w + 2x = 100 ( w= 28, x=36) Shirts and Pants (Ax + By = C type equation): Lisa buys 4 shirts and 3 pairs of pants and spends $85.50. The next day she buys 3 shirts and 5 pairs of pants and spends $110. Q1: What is the price of a shirt? Price of a pair of pants? Set up a system of equations and solve using substitution or elimination. Answer: 4s + 3p = 85.50 3s + 5p = 115.50 (p= $18.50, $ 7.50) Ice Cream Cones vs Sundaes (Ax + By = C type equation): Ice cream cones cost $1.10 and sundaes cost $2.35.One day the ice cream shop sold a total of 172 cones and sundaes combined and earned $294.20. How many of cones were sold on that day? How many sundaes were sold? Set up a system of equations and solve using substitution or elimination. Answer: 1.10c + 2.35s = 294.20 c + s = 172 (c = 88 , s = 84) Apple pies vs Cherry pies (Ax + By = C type equation): Apple pies cost $7 each and Cherry pies cost $11 each. The total number of pies sold at the pie store was 36 and they made $332 that day. How many apple pies were sold? How many cherry pies were sold? Answer: 7a + 11c = 332 a + c = 36 (a = 16, c = 20) NOTE: Set up powerpoint of word problems already typed up or make handout for kids of word problems so they dont have to waste a lot of time writing the words but can get right into the math of setting up the equations and solving HW: 6.4: #4,5,6, 9-14, 18,22 (p297-299) HW video tutor: Mixture problem : PHSchool.com webcode bae-0604 HW video tutor: Finding a break even point

Lesson 6.5: Linear Inequalities

Introduce lesson using video Graphing linear inequalities. This will give students an idea of what is going on and introduce idea that an inequality is a shaded region. The video problems include a) Y x + 2 b) Y < -2x Test Points: the video talks about using a test point to figure out where to shade . It recommends using (0, 0) as your test point and says to shade in the direction where the points in that region make the inequality true. Definition: Linear Inequality: is an inequality in 2 variables whose graph is a region of the coordinate plane that is bounded by a line (it is a half plane) Graph: y < -2/3x + 6 STEPS to FOLLOW: Step 1: Graph the boundary line (graph using y = mx + b technique) If or use a SOLID line If < or > use a DASHED line Step 2: Shading: If y < or shade DOWN If y > or shade UP (talk about test point)

Visual Spatial Logical Mathematical

Graph y > -2x + 1 use a dashed boundary line

Graph y 4/3x -3 use a solid boundary line

Shade below the boundary line

Definition: Solution set: is all the points in the shaded region. All these points make the inequality true. Look at our last graph is (3,1) a solution? You can see that it is not in the shaded region and when you plug it back into the inequality it is makes a false statement 1 2 so NO (3, 1) is not a solution to the inequality. NOW do Practice 6.5 worksheet: 1. Y -4 2. X + y < -2 3. Y < x 4. X > 2 5. 4x + y > -6 6. -3x + y -3 7. X + 4y 8 8. Skip 9. Y > -x + 2 10. 2x + 3y < -9 NOTE: Remind student that if the inequality is not in y= mx +b form they will need to solve for y before they can graph and shade. Bike Word Problem: At a bike shop it takes 3 hours to assemble a bike and 1 hour to road test a bike. Each technician can only work 45 hours a week. What are all the different combinations of assembling and road testing a technician can work in a week? X = number of bikes assembled in 1 week Y = number of bikes road tested in 1 week 3x + 1y 45 Get boundary line points (15, 0) and (0,45) to get the extremes of doing all of one job and none of the other to help graph the line. Ask questions like Can the technician assemble 20 bikes and road test 20 bikes in the same week? Why or why not? Is (20, 20 ) in the shaded region? Is it part of the solution set? Name a few points that do work HW: 6.5: #1-24 (p305) HW video tutor: Modeling real world inequality systems Health Club problem: PHSchool.com webcode bae-0605 HW video tutor: Graphing Linear Inequalities HW video tutor: Using linear inequalities Decorations Committee problem

Verbal linguistic Visual Spatial

Lesson 6.6: Systems of Linear Inequalities

Warm-up: use Lesson Quiz 6.5 from Pearson textbook electronic products: 1. Determine if (4,1) is a solution of 3x + 2y 10. (yes) 2. Graph the inequality x > -2

Visual Spatial Logical Mathematical

3. Graph 5x 2y > 10

4. Graph 2x + 6y 0

Now that we have remembered how to graph a single linear inequality, a system of linear inequalities is just graphing 2 at a time on the same set of coordinate axes and the solution set will be the region where the 2 shadings overlap. Usually this turns out to be a little triangle-pie-shaped area. Pass out graph paper and colored pencils. Graph each inequality in differenct colors then use a 3rd color (or highlighter) to show the final solution set. Watch video tutor: Graphing systems of linear inequalities link below. Video will include 1. Y < x 3 Y 3x -1 Now do more problems together: 2. Y 5x + 1 Y>x3 Visual Spatial

3. Y > 4x + 3 Y -2x + 1 4. Y > -x +2 Y>x+4 5. Y > -2x + 1 Y > -2x 3 6. Y x 1 Y 2x + 1 7. Y x + 3 Y > 2x Now do 6.6 lesson quiz from pearson textbook electronic tools: 1. X 0 Y<3

Logical Mathematical

Visual Spatial Logical Mathematical 2. 2x + 3y > 12 2x + 2y < 12

3. Y 2/3x -3 2x 3y -9

Part time jobs word problem: (on powerpoint) Baby sitting pays $5 per hour and sacking groceries pays $6 per hour. You can only work at most 20 hours a week but need to earn at least $90 per week. How many hours can you work at each job? Define: Relate: Write: Let b = hours of babysitting. Let s = hours of sacking groceries. The number is less 20. The amount is at of hours than or earned least worked equal to b + s 20 5 b + 6 s

Visual Spatial Logical Mathematical

90. 90

HW: 6.6.: #1-22 (p 312-313) HW video tutor: Graphing systems of linear inequalities: PHSchool.com webcode bae-0606 HW video tutor: Writing Systems of linear inequalities HW video tutor: Real world system of linear inequalities Meat and Chicken problem

Culminating Project: Systems of Equations and Inequalities: Pirate treasure Project View my webquest: http://questgarden.com/q/piratetreasure

View common core Edcanvas Pirate and the linear Equations project that includes online graphing calculator and technology links
1. Pirate Treasure Project Introduce the project using video clips from

Visual Spatial Logical Mathematical Naturalistic Musical Interpersonal Intrapersonal

Pirates of the Carribean and pirate map images from the internet. 2. Divide the class into groups and pair groups against each other. 3. Give each student their candy or prize to hypothetically hide on their graph and act as their pirate treasure 4. Each group will hide their candy somewhere on the coordinate plane and create a pirate treasure map with clues to find the buried treasure. a) Determine the grid point where you want to hide your candy. b) Write a system of three linear inequalities on a clean sheet such that the solution to the system creates a small area surrounding the hidden candy. These will be the first set of clues you give the other group. Write these 3 inequalities on a clean sheet of paper to give to the other group. Using your knowledge of geography and nature create your own fictional geographical names for each region based such as the Red Sea or Barbados Coastline. c) Write a system of two linear equations on the other clean sheet of paper where the solution is the exact location of the candy. The intersection of these two lines will act as the X that marks the spot on your pirate treasure map. This will be the second set of clues you give the other group. Again create fun fictional names for your equation clues such as Deadmans Mountain Range or Daveys Jones Secret Passage. d) Create final treasure map showing how all your 3 inequalities and 2 equations come together to locate your buried treasure on a coordinate grid. e) Nominate a person from your group to write a short fictional story and song for your pirate group. This person will be your pirate captain and introduce your pirate treasure hunt to the class. 5. Groups will present their pirate group to the class and then exchange their systems of three inequalities with another group. 6. When groups receive their systems of three inequalities give them sufficient time to graph the system on their own sheet of graph paper. 7. One the time limit has expired or groups have successfully graphed the system, groups will receive the system of equations from the same group they received the system of inequalities. 8. Groups then will try to determine the exact coordinates (x,y) of the hidden candy by graphing the system of equations onto their graph paper. 9. If group 2 finds group 1s candy coordinate then group 2 gets group 1s candy. 10. If group 2 does NOT find groups 1s candy coordinate then group 2 does NOT get group 1s candy (group 1 gets to keep their candy treasure)

Pirates and the Linear Equations help teachers

adjust their teaching by incorporating Stem Readiness and Technology tools to deepen student understanding. The online, technology infused format brings the traditional pencil and paper solutions to new creative and collaborative heights that allow for teacher led and student exploration of systems of inequalities and equations via online webquests, apps, online graphing calculator and online collaboration between teachers and classes using the project. Cross-curricular connections with science and writing through use of google maps,online Bermuda triangle resources and online pirate name generators. A list of the technology tools are listed below
Entire Pirate lesson plan is self-contained through an Edcanvas site: http://edcvs.co/10VdkFa All resources needed to deliver and enrich the lesson are contained on that site. As you browse through the edcanvas site you will see the lesson is infused with technology for both teachers and students to use. Whats great about using Edcanvas is all of the links and resources are in one spot so students and teachers never have to leave the site to access all the resources needed for the project. Student comments online: One of the best features of using Edcanvas is for each step of the lesson and project students can leave comments and ask questions in the comment box. This creates a sense of social networking for the project and allows multiple classes/periods to communicate ideas with each other. Teachers and students can post responses to the project online as they progress through each section of the project.

Technology tools embedded in the edcanvas site project include:

An online graphing calculator http://www.metacalculator.com/online/ where students can input their systems of equations and inequalties to see what their

pencil and paper pirate treasure map should look like when they are done. Teachers can also use this tool to easily show multiple example examples of possible pirate maps to their students and discuss the viability or non-viability of possible solutions. The online graphing calculator also has the capability to find points of intersection so teachers and students can quickly check their work to find where the X marks the spot of the buried pirate treasure on their map. An online Pirate name generator: http://piratenamesgenerator.com that is fun to use and allows students to get ideas for their pirate names in preparation for telling their pirate story to the class. Online Bermuda Triangle resource: http://www.bermuda-triangle.org which allows students to explore the Bermuda Triangle and see the connection between math, geopgrphy and science and create their own triangle region using systems of inequalities. Complete lesson plan task, process, teacher & student pages are embedded in a quest garden site: http://questgarden.com/109/63/0/101229112556/ that allows the teacher and students to view all the components of the project. Before I received my Masters degree in Technology I relied on paper student examples to show students of what was expected with the project. Students were limited to in class time to view such examples so by having the project laid out on the web has facilitated student understanding and ability to revisit the site for details as they work through the project. Google maps: Google earth maps tools can be incorporated to explore latitude and longetitude and deepen understanding of solution of s system of linear equations as a point of intersection which gives the coordinates to a location on a map.
Intelligences:

Product:

Assessment: Quiz 6.1-6.4: Solve systems of equations, graphically, by substitution and by elimination and application to word problems Quiz 6.5-6.6: Graph linear inequalities and identify solution set for systems of inequalities Ch 6 practice quiz Chapter Test Benchmark Ch 6 practice test: PHSchool.com webcode baa-0652 Pirate Treasure Map project: Pirate names, story, 3 maps on graph paper (Mrs. Morales, your own group, another groups) Presentation Ideas and Notes: (optional) Use the powerpoints and lesson quizzes provided by the textbook publisher, pearsonsuccessnet to augment you lessons

Intelligences:

Technologies to be used: Pearsonsuccessnet powerpoints LCD projector and laptop