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Unit Template Title: Math In Special Effects

Unit Summary: Using video segments and web inter-actives from Get the Math, students engage in an exploration of mathematics, specifically reasoning and sense making, to solve real world problems and learn how special effects designers use math in their work. In this lesson, students focus on understanding the Big Ideas of Algebra: patterns, relationships, equivalence, and linearity; learn to use a variety of representations, including modeling with variables; build connections between numeric and algebraic expressions; and use what they have learned previously about number and operations, measurement, proportionality, and discrete mathematics as applications of algebra. Methodology includes guided instruction, student-partner investigations, and communication of problem-solving strategies and solutions.

Common Core Standards: Algebra Overview Seeing Structure in Expressions A.SSE.1a, 1b, 2 Interpret the structure of expressions. A.SSE.3a, 3b Write expressions in equivalent forms to solve problems. Arithmetic with Polynomials and Rational Functions A.APR.1 Perform arithmetic operations on polynomials. Creating Equations A.CED.2, 4 Create equations that describe numbers or relationships. Reasoning with Equations and Inequalities A.REI.1 Understand solving equations as a process of reasoning and explain the reasoning. Represent and solve equations and inequalities graphically A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). Functions Overview Interpreting Functions F.IF. 1, 2 Understand the concept of a function and use function notation. F.IF.4, 5, 6 Interpret functions that arise in applications in terms of a context. Analyzing Functions using different representations F.IF.7e. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases (i.e., exponential).

Building Functions F.BF.1 Build a function that models a relationship between two quantities. Build new functions from existing functions F-BF 4a, 4b, 4c. Find inverse functions: a. Solve and equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. b. Verify by composition that one function is the inverse of another. c. Read values of an inverse function from a graph or a table, given that the function has an inverse.

Standards for Mathematical Practice: Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

Daily Lesson Plans: (Summarize here and attach full lesson plans.) Day 1: Intro to the lesson. Students get introduced to the challenge. Day 2: The challenge is stated again and the students work through deeper cognitive level questions and definitions to help better understand the challenge. Day 3: The students work through an online activity and fill out a worksheet in conjunction. They go through a 6 step model to help them answer the questions fully. Day 4: Deep discussion and general knowledge questions are asked about the challenge the students just completed the day before. Day 5: Another online simulation is give with a worksheet. The students work in groups to try out different challenges. Day 6: The entire lesson is looked at critically by the students. Why did they learn? Four major questions are asked. These questions and the corrected worksheets will be turned in as the final project.

Interdisciplinary Connections: N/A Technology Connections: The students/teacher will use: Projector/slides Video Computer Internet

Web-guided challenges Calculators

Final Assessment: (Summarize here and attach.) The final assessment will be the written responses given on the last day of the unit. The students will have time that evening to go home and write up more formal responses to the questions I asked. Also, the worksheet that were filled out and corrected during the unit, will be turned in again for a final and more demanding grade after the students had time to correct the questions.

Source: http://www.thirteen.org/get-the-math/teachers/math-in-special-effects-lessonplan/overview/248/

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