EDUC 522 Unit Title: Matrices Teacher: Kimi Van Spronsen Grae !e"el: ## th
Su$%ect: Math &nal'sis Time (rame: )*+ ,ee-s .#5 Instructional Da's/ 0ouTu$e Vieo !in-: http:112223'outu$e3com12atch4 "5ptem+6%7#VE8list5UU%l9!V:(;:Dh5u+<:S=Vp7g8>eature5c+*o"er"ie2 ?$%ecti"es: At the completion of this unit, students will be able to.. 1) Perform Elementary Row operations 2) Write matrices in Row Echelon and reduced Row Echelon Form ) Add and !ultiply !atrices ") Find the #n$erse of a !atri% &) Find minors and 'ofactors of a s(uare matrices Intelligences: Ver$al@ !ogical@ Visual@ Kinesthetic@ Musical@ Intrapersonal@ Interpersonal@ Aaturalist Technologies in the unit: iPad@ Wifi 'onnection@ )otability App@ i!o$ie App@ *ara+e ,and App@ ,lo++er, *oo+le Plus 'ommunity@ Edmodo@ -oice.hread App@ Educreations App@ *oo+le /ri$e, *oo+le /ocs, Popplet App, 01itch App, iPad 0tylus, i,oo1 2!atri% 'rypto+raphy3 4ou.ube 5han Academy, Pro6ector, 0pea1ers, !icrophones, 7eadphones, Air 0er$er Common Core stanars: )-! 8. 9:) ;se matrices to represent and manipulate data, e.+., to represent payoffs or incidence relationships in a networ1. )-! <. 9:) !ultiply matrices by scalars to produce new matrices, e.+., as when all of the payoffs in a +ame are doubled. )-! =. 9:) Add, subtract, and multiply matrices of appropriate dimensions. )-! >.9:) ;nderstand that, unli1e multiplication of numbers, matri% multiplication for s(uare matrices is not a commutati$e operation, but still satisfies the associati$e and distributi$e properties. )-! 1?. 9:) ;nderstand that the @ero and identity matrices play a role in matri% addition and multiplication similar to the role of ? and 1 in the real numbers. .he determinant of a s(uare matri% is non@ero if and only if the matri% has a multiplicati$e in$erse. )-! 11. 9:) !ultiply a $ector 9re+arded as a matri% with one column) by a matri% of suitable dimensions to produce another $ector. Wor1 with matrices as transformations of $ectors. )-! 12. 9:) Wor1 with 2 A 2 matrices as transformations of the plane, and interpret the absolute $alue of the determinant in terms of area. Technolog' stanars: #0.E 1.c BB ;se models and simulations to e%plore comple% systems and issues #0.E 2.a BB#nteract, collaborate, and publish with peers, e%perts, or others employin+ a $ariety of di+ital en$ironments and media #0.E 2.d BB 'ontribute to pro6ect teams to produce ori+inal wor1s or sol$e problems #0.E .a BB Plan strate+ies to +uide in(uiry #0.E .b BB Cocate, or+ani@e, analy@e, e$aluate, synthesi@e, and ethically use information from a $ariety of sources and media #0.E ".b BB Plan and mana+e acti$ities to de$elop a solution or complete a pro6ect #0.E &.b BB E%hibit a positi$e attitude toward usin+ technolo+y that supports collaboration, learnin+, and producti$ity #0.E 8.a BB ;nderstand and use technolo+y systems Materials: .igital an non*igital/ 1. 1 iPad per student 2. Wifi 'onnection . )otability App ". i!o$ie App &. *ara+e ,and App 8. ,lo++er <. *oo+le Plus 'ommunity =. Edmodo >. -oice.hread App 1?. Educreations App 11. *oo+le /ri$e Intelligences: 1. -isual, #nterpersonal, #ntrapersonal, ,odily 5inesthetic, !usical, )aturalist, -erbal, Co+ical 2. -isual, -erbal, ,odily 5inesthetic, Co+ical . -isual, #nterpersonal, Co+ical, -erbal ". ,odily 5inesthetic, #nterpersonal, !usical &. !usical 8. #ntrapersonal, #nterpersonal, Co+ical, -isual <. #nterpersonal, -isual, Co+ical =. #nterpersonal, -isual >. -erbal, !usical 1?. ,odily 5inesthetic, #nterpersonal, -isual, -erbal 11. #nterpersonal, Co+ical, )aturalist 12. *oo+le /ocs 1. Popplet App 1". 01itch App 1&. iPad 0tylus 18. i,oo1 2!atri% 'rypto+raphy3 1<. 4ou.ube 1=. 5han Academy 1>. Pre'alculus with CimitDs te%tboo19Carson) 2?. Pro6ector 21. 0pea1ers 22. !icrophones 2. 7eadphones 2". Air 0er$er 2&. Practice Wor1sheets 12. #nterpersonal, Co+ical 1. -isual, Co+ical, #ntrapersonal, )aturalist 1". -isual, ,odily 5inesthetic 1&. Co+ical, -isual, #ntrapersonal 18. -isual, ,odily 5inesthetic, Co+ical 1<. !usical, -isual 1=. !usical, Co+ical 1>. Co+ical, )aturalist, #ntrapersonal 2?. #nterpersonal, -isual, ,odily 5inesthetic 21. !usical, -erbal 22. -erbal, !usical 2. !usical, #ntrapersonal, -erbal 2". #nterpersonal 2&. )aturalist, Co+ical Proceures: ,ee- #: Da' #: .he teacher will show a short $ideo clip introducin+ the unit on !atrices and helpin+ students recall prior 1nowled+e from Al+ebra 2 on matrices. After a short lecture on the fundamentals of matrices students will create a $erbal $ocabulary cards usin+ -oice.hread to identify each of the 1ey definitions that will come up throu+hout the unit. .his will also mar1 the be+innin+ of the studentDs blo+ posts. .hrou+hout the unit for homewor1 students will be re(uired to create and 1eep a blo+, throu+h ,lo++er, on the material they ha$e co$ered. When they ha$e completed their -oice.hread $ocabulary cards this will ser$e as the first post on their blo+. 0tudents will be a +roup of & students and are re(uired to comment on each member of their +roupDs blo+ posts a minimum of once a wee1. Da' 2: 0tudents will listen to the teacher on a lecture on how to sol$e systems of linear e(uations usin+ matrices and EREDs, the lecture will include a one minute $ideo clip summari@in+ the material. ;sin+ )otability students will ta1e notes and add pictures and recorded audio clips to their notes. .hey will then post this on their blo+ alon+ with a one para+raph written summary of sol$in+ linear systems. Intelligences: ,ee- #: Da' #: -isual, -erbal, Co+ical, #nterpersonal, #ntrapersonal, !usical Da' 2: -isual, Co+ical, #ntrapersonal Da' ): 0tudents will be placed into +roups of . ;sin+ notability and *oo+le /ocs students will wor1 collaborati$ely on a set of practice problems sol$in+ linear systems usin+ matrices. .he completed *oo+le /oc will then be posted on their blo+ Da' +: As a class the teacher and students will +o throu+h the practice problems on the day before and students will ha$e the opportunity to as1 any (uestions. .he teacher will be able to (uic1ly assess the students understandin+ and pro$ide additional help to fill in +aps in understandin+. 0tudents will watch short $ideo clip on #n$erses and matri% operations. .he teacher will e%plain that not all matrices are in$ertible and will introduce the class to the concept of findin+ an in$erse. 0tudent will write 2 para+raphs on what they learned concernin+ in$ertible matrices and post it on their ,lo+. Da' 5: 0tudents will create a Popplet showin+ the structure of sol$in+ a matri%, findin+ its in$erse, and matri%. .hey will add in a problem for each branch of the Popplet by ta1in+ a picture .his will pro$ide them with a $isual representation of how the information co$ered throu+hout the wee1 is connected. ,ee- 2: Da' #: .he teacher will introduce the concept of determinants to students and +i$e a lecture on how to find the determinant of a s(uare matri%. For the lecture the teacher will use Educreations to model for the students a pro6ect that will be completin+ later in the wee1. 0tudents will write a summary of the lecture material and post it to their blo+s alon+ with a lin1 to the Educreations -ideo made by the teacher durin+ class. Da' 2: 0tudents will download the i,oo1 entitled 2A+ents Assemble3. .hrou+hout the ne%t two days students will wal1 throu+h the boo1 completin+ the different assi+nments as they pro+ress throu+h the boo1. 90imilar to a WebFuest) 0tudents will utili@e *oo+le /ri$e, )otability, and the C!0 Edmodo as they become secret a+ents in an attempt to sa$e the chocolate from utter destruction by usin+ !atri% 'rypto+raphy to brea1 secret codes and create codes of their own. 9# ha$e attached a P/F $ersion of the i,oo1 at the conclusion of this unit plan) Da' ): 0tudents will continue to wor1 on their 'rypto+raphy Fuest. .hey will assemble and submit their 'rypto+raphy 0ecret A+ent report and then post a lin1 to their completed pro6ect on their blo+. Da' +: .he teacher will show a short $ideo clip showin+ other applications of matrices outside of crypto+raphy that was co$ered the pre$ious two days. 0tudents will learn how to find the area of trian+les usin+ matrices and determinants. 0tudents will wor1 in partners to create a 01itch drawin+ showin+ the use of a matri% to find the area of trian+le and post the 01itch Poster Problem on their blo+ with a summary of matri% applications. Da' ): #nterpersonal, -isual, -erbal, Co+ical,
Da' +: -erbal, Co+ical, #ntrapersonal, Da' 5: ,odily 5inesthetic, Co+ical, )aturalist, #ntrapersonal, -isual ,ee- 2: Da' #: -isual, Co+ical, #ntrapersonal Da' 2: -isual, -erbal, !usical, ,odily 5inesthetic, Co+ical, #ntrapersonal, #nterpersonal Da' ): -isual, -erbal, !usical, ,odily 5inesthetic, Co+ical, #ntrapersonal, #nterpersonal Da' +: -isual, #nterpersonal, )aturalist, ,odily 5inesthetic Da' 5: 0tudents will be di$ided into +roups of and will be +i$en different problems on topics from the unit. As a +roup they will wor1 to sol$e the problem and then create a & minute Educreations $ideo sol$in+ and e%plainin+ how to sol$e the problems they recei$ed. .hey will post the finished lin1 to Edmodo for their classmates to re$iew and also post the lin1 to their blo+s. ,ee- ): Da' #: 0tudents will re$iew e$erythin+ they ha$e learned in the past two wee1s concernin+ matrices by findin+ 5han Academy and 4ou.ube $ideos that demonstrate each of the different concepts. 0tudents will find & different $ideos with at least one from each site on findin+ the in$erse of a s(uare matri%, findin+ the determinant of a matri%, sol$in+ a linear system with matrices and an application of usin+ a matri% in a real world situation. 0tudents will then post the lin1s to the $ideos they found on their blo+ alon+ with a sentence summary of each $ideo Da' 2: 0tudents will list out all of the 1ey $ocabulary associated with matrices 9determinant, s(uare, in$erse etc) and narrate their definitions usin+ -oice .hread. 0tudents will be in +roups of " and will write a collaborati$e summary of sol$in+ systems of linear e(uations usin+ matrices alon+ with each 1ey topic discussed throu+hout the matri% unit usin+ *oo+le /ocs. Each +roup will then post their summaries to the classDs *oo+le Plus 'ommunity and will comment on a minimum of 2 other +roups posts. Each student in the +roup will be assi+ned a role of /irector, !usic Producer, 0cript Writer, and Actor for their radio broadcast which is due on day ". Da' ): Wor1in+ in their +roups students will be+in plannin+ and structurin+ their Radio ,roadcast show. ;sin+ the Popplet app students will outline and map out their +oals for the show alon+ with identifyin+ the connections between matrices and in$erses. .he !usic Producer will be in char+e of creatin+ the music and composin+ the matri% son+ for the show usin+ *ara+e ,and. .he 0cript Writer and /irector will wor1 to+ether to write out the script for the show and ensure that each area of content is co$ered and discussed. .he student in the actor role will assist and the 0cript Writer will write out a lineB byBline script usin+ *oo+le /ocs. /urin+ the preparation process the actor will use )otability to sol$e and show detailed e%planations of each problem that will be discussed throu+hout the show and then share this with their +roup for feedbac1. Da' +: Each +roup will re$iew their scrip, problems and music and be+in filmin+ their radio broadcast usin+ i!o$ie. 0tudents will wor1 to+ether to edit their radio broadcast to include all the main ideas and findin+s on matrices. Da' 5: 0tudents will continue to film and edit their radio broadcasts. 0tudents will submit their finished product to the class 4ou.ube site alon+ with completin+ the Pro6ect Form in *oo+le Forms that includes lin1s to their script and problems used durin+ the show. Da' 5: ,odily 5inesthetic, #nterpersonal, -erbal, -isual ,ee- ): Da' #: #nterpersonal, -isual, -erbal, !usical Da' 2: -erbal, #ntrapersonal #nterpersonal, -isual, Co+ical, )aturalist Da' ): -isual, Co+ical, #ntrapersonal, )aturalist, ,odily 5inesthetic, !usical, #nterpersonal, -erbal Da' +: ,odily 5inesthetic, -erbal, -isual, Co+ical, #nterpersonal, )aturalist Da' 5: ,odily 5inesthetic, -erbal, -isual, Co+ical, #nterpersonal, )aturalist Prouct: 1. ,lo+ 2. Popplet . Educreations -ideo ". 'rypto+raphy Fuest Report &. !atri% Radio Production Intelligences: 1. #ntrapersonal, #nterpersonal, Co+ical, -isual 2. )aturalist, Co+ical, -isual . ,odily 5inesthetic, #nterpersonal ". -isual, Co+ical, #ntrapersonal, )aturalist, ,odily 5inesthetic, !usical, #nterpersonal, -erbal &. -isual, Co+ical, #ntrapersonal, )aturalist, ,odily 5inesthetic, !usical, #nterpersonal, -erbal &ssessment .7uantitati"e ru$ric/: 9logging :u$ric 0tudentG HHHHHHHHHHHHHHHHHHHHHHHHHHHH /ateGHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
#dea and 'ontent .he student does not stray away from the main points of the lesson. #t possesses an identifiable introduction, body, and conclusion with an e%ample and problem for each topic co$ered. Enly two points are connected to the main idea. An introduction, body, and conclusion are included, but only 2 e%amples are pro$ided. Enly one main point is connected to the main idea. .he introduction, body, and conclusion can not be identified and one e%ample is pro$ided. .he topic is not identified. .he introduction, body, and conclusion are not able to be distin+uished from each other and the main idea has no e%amples. Post Fre(uency All e$ents are recorded in a re+ular and timely manner. posts per wee1 on the material co$ered in class. 'omments are replied to in a timely manner, comments each wee1. Replies show a depth of understandin+ and relates to the comments. !ost e$ents are recorded as they happen. !ost comments are replied to in a timely manner, two comments per wee1. .he reply shows understandin+ Posts ha$e some timeliness with most 1ey e$ents. 'omments only once each wee1. Posts are irre+ular. !aterial is not recorded as they occur. )o comments.
'on$entions !athematical lan+ua+e is s1illfully used to build a stron+ case in the studentDs writin+. .he post includes " or more mathematical terms. !athematical lan+ua+e is used throu+h most of the blo+ and wor1 well with the studentDs ar+uments. .he student uses at least mathematical terms. .he paper has a clear purpose and meets specified e%pectations. !athematical lan+ua+e is attempted but not used properly. .he student has difficulty wor1in+ proper con$entions into the entire assi+nment. .he student uses 2 mathematical terms. ;se of mathematical lan+ua+e is i+nored or misused completely. 0tudent uses ?B 1 mathematical terms.
;se of Enhancements .he student +reatly enhanced their weblo+ space usin+ $ideo, .he student enhanced their weblo+ to some .here is $ery little e$idence of multimedia enhancement .he student did nothin+ to enhance or personali@e the