CS+Math+T2

=Critical Content and Skills= 3. Apply: collaboratively create their own functional trade system that is relevant to the resources of the time period. || B: Students will be asked to create a blog post where they describe the trade system and conversion scale derived by their group. They must also include an informative paragraph describing how to convert to their scale from a standard dollar amount. Students will be graded on the consistency of their system and their knowledge of conversion. ||
 * Content Area: Mathematics**
 * ===Students will know...=== || ===Formative Assessment=== || ===Students will be able to...=== || ===**Product** Summative Assessment=== ||
 * 1. how to compute distance using the distance formula. || Graphic Organizer || 1. Explain: explain the parts of the distance formula and how to use it on a coordinate plane. || Glogster: Students will be asked to create a Glogster identifying the anatomy of the distance formula and providing an example of how it is used. Students will be graded on clarity and accuracy. ||
 * 2. when it is appropriate to convert values and how to convert from one system of measurement to another. || Quiz || 2. Interpret: translate one system of currency/measurement to another and communicate the process to others. || Brochure: Students will be asked to create a step by step pamphlet, "Converting for Dummies" which explains the method of converting from different systems. Students will be graded on clarity and accuracy. ||
 * 3. how to measure distance on a map. || Work Sample || 5. Empathy: relate measuring miles on a map to measuring miles using the distance formula || Google Earth: Students will be asked to create a "path" illustrating a travel route that is familiar to them using Google Earth. Using the scale provided in the bottom corner of the program, they must determine the distance of this path. Students must then overlay the grid on the program and determine the distance using the distance formula. Students are then encouraged to compare answers with the "path measure" tool. Students will "save image" of their path and email it to me with their found measurements. Students will be given an opportunity to share their creations in class in pairs. Students will be graded on their understanding of computing distance using both methods. ||  ||   ||
 * 4. how use the scale on a map to determine the total distances of different Westward expeditions. || Self Assess (1-5) || 4. Perspective: compare the distances and difficulties of different Westward paths. || CL: Students will be asked to create a comic life that depicts two different traveler's experiences on their separate Westward voyages. Each character must take a different trail and explain why they chose that specific route, how far it is from their starting point to the end destination and an estimated time frame for the journey. Students will be graded on clarity and their ability to compute distance based on given maps. ||
 * 5. the importance of consistency when manipulating a trade system. || Work-Pair-Share ||.
 * 6. how to balance an inequality. || Graphic Organizer || 6. Self Knowledge: recognize inequalities and utilize their knowledge to make the expression a true equality. || IM: Students will be asked to create a simple iMovie where they teach a third party how to balance inequalities. The situation can be anything from making change at a cash register to devising a scale system that doubles a recipe. Students must demonstrate their ability to take two unequal quantities and adjust elements to make them equal. Students will be graded on clarity and accuracy of their instructions. ||

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