CS+Math+T4

=Critical Content and Skills= (check up) || ===Students will be able to...=== || ===**Product** Summative Assessment=== (final project) ||
 * Content Area: Mathematics**
 * ===Students will know...=== || ===Formative Assessment===
 * 1. how to convert from imperial system to the metric system. || Worksheet: This worksheet would not be graded. || 1. Empathy: relate the differences between imperial system and the metric system used in other parts of the world. || G: Students will have to create a Glogster that would explain how to convert from imperial system to the metric system and vice versa using the conversion factors. It would be as if the audience reading the Glogster has no idea how to convert and would use the student's site as a resource. ||
 * 2. how to convert derived measurements. || Preassessment: See if students know how to convert to different units before starting the lesson. || 2. Self Knowledge: realize that measurements can be represented in many forms. || PC: Students will have to create a podcast and list some advantages of converting measurements to larger or smaller units. ||
 * 3. how to calculate measurements using multiple variables in the equation velocity=distance/time || Q: Partial credit will be heavily weighted in this quiz; however, the grade students receive will not be recorded. || 3. Apply: solve the equation v=d/t for different variables. || Pollseverywhere.com: Students will be given questions they will need to solve using the equation v=d/t. They will have to text their answer to the website and include their name in the answer. The teacher will mark if the student answer the question correctly or not. ||
 * 4. how to calculate surface area of circles, rectangles, and triangles. || Discussion: Students will be in groups and will have to complete problems on the board together. || 4. Perspective: compare the area measurements of circles, rectangles, and triangles. || B: Students will create a blog with entries comparing the equations used to determine surface areas of circles, rectangles, and triangles. Each shape will have it's own entry and examples of finding the surface area of the shape. ||
 * 5. how to calculate volume of spheres. || O: Watch students when they are creating their iMovie (summative) to make sure that each student is doing equal work and making accurate predictions. || 5. Empathy: imagine how big or small spheres can be. || IM: Students will be separated into groups and each group will have to create a video where they will be given different shaped spheres. Students will have to guess how much water would fit in the spheres using the equation for volume of a sphere. ||
 * 6. how conversions, v=d/t, surface areas, and volume relate to one another. || WS: Students will have to create a storyboard that will need to be approved by the teacher before they start creating the comic. || 6. Interpret: illustrate how conversions, v=d/t, surface areas, and volume relate to one another. || CL: Students will have to take the main concepts they learned in this unit and create a story of a space cadet traveling through space and the different situations. Using ComicLife, students will have to include a situation about conversion, velocity, and volume or area. ||

Formative
Q - Quizzes WS - Work Sample SA - Self Assessment P - Prompts O - Observation D - Dialogues

**Product - Summative**
CL- Comic Life IM - Imovie B - Blog PC - Podcast W - Wikispace G - Glogster