Unit planning assignment: first draft

Your name: Shawn Fan

School, grade & course: Hugh Boyd Secondary School, Math 9

Topic of unit: Solving Linear Equations

(1) Why do we teach this unit to secondary school students? 

Solving Linear Equations is a crucial part of the secondary school curriculum, acting as a bridge for students transitioning from reasoning with numbers to reasoning with unknowns. This topic prepares students for understanding more complex functions, equalities, and inequalities, and finds applications in fields like science, finance, and engineering. The beauty of linear equations lies in their simplicity and universality. They represent a fundamental principle of reversing or undoing mathematical operations, and can model real-life situations, such as travel, money, age, or number problems. By mastering this topic, students gain a powerful tool for problem-solving and logical thinking, skills that are not only useful in mathematics but also in everyday life. Thus, the study of linear equations is not just about solving equations, but about cultivating a mindset of analytical thinking and problem-solving.

(2) A mathematics project connected to this unit: 

Project Title: “Linear Equations in Real Life”

Aims: The aim of this project is to help students understand the practical applications of linear equations and enhance their problem-solving skills.

Process and Timing: This project will span over two weeks. In the first week, students will be introduced to various real-life scenarios where linear equations are applicable, such as calculating distances, budgeting, or predicting outcomes. They will be asked to choose a scenario that interests them and formulate a problem statement.

In the second week, students will develop a mathematical model using linear equations to solve their problem. They will be guided on how to construct and solve these equations.

Student Deliverables: Students will be asked to submit a report detailing their problem statement, the process of formulating the linear equations, the solution, and a reflection on what they learned. They will also present their project to the class, explaining their problem and solution.

Assessment: The project will be assessed based on the relevance and complexity of the chosen problem, the accuracy of the formulated linear equations and solution, the quality of the report, and the presentation. Emphasis will be placed on the students’ understanding of the topic and their ability to apply it in a real-world context.

(3) Assessment and evaluation: 

Formative Assessments: These will be conducted throughout the unit to monitor student learning and provide ongoing feedback. They can include quizzes, class discussions, and homework assignments.

Summative Assessments: These will be conducted at the end of the unit to evaluate student learning. They can include a final exam and the project presentation.

Informal/Observational Assessments: These will involve observing students during class activities and discussions to assess their understanding and participation.

Formal Assessments: These will include written tests and the final project report.

The aim is to ensure a fair evaluation of both the students’ understanding of the topic and their ability to apply it.