Integration+Project+-+Chapter+2

Integration Matrix
 * Linear Functions and Inequalities **
 * See teacher for more information

10 || Comprehension 20 || Application 20 || Analysis 30 || Evaluation 40 || Synthesis 40 || p. 130 ALL || Make up a story describing what is happening in the graph. See the teacher for specifics. || Explain to the class how to graph linear equations and linear inequalities. Give examples, and be prepared to answer questions. || Create a comic about the adventures of a line and a linear inequality. || Write a poem about linear equations and inequalities. || Create an audio lesson, or podcast for graphing linear equations and inequalities for future students. Have your listeners follow your directions as they use the same textbook. Include 4 different types of problems. || p. 130 __>__3 from each column || Graph a linear equation and a linear inequality using a table and the slope intercept form. || Make a board game of problems solving linear equations and linear inequalities. Make an accompanying answer key and set of rules. || On a poster, compare the four ways of representing a function – GNAW. || *Create a picture using straight lines defined by mathematical functions. The content of the picture is entirely of your choosing [SR1]. || Create a book for next year’s students on graphing linear equations and inequalities. Illustrate with examples. Begin with simple examples, and get progressively more difficult. || p. 130 __>__3 from each column || Make a flowchart of how to graph linear functions and inequalities (in slope intercept form) ||. || For the four classifications of slope, write a flowchart of steps to follow in order to graph the equations. || *Complete an activity. See the teacher for specifics. Amazing Profit Domain Representations Rate of Change Linear Alignment ||  || ** Continued ** 10 || Comprehension 20 || Application 20 || Analysis 30 || Evaluation 40 || Synthesis 40 || p. 130 __>__3 from each column || Create album cover art for a full length cd about linear equations and inequalities. || Write a song / rap on graphing linear functions and inequalities. ||  || Create an advertising campaign (including jingles and slogans) promoting one representation of a linear function over the others. || Create an advertising campaign (including jingles and slogans) promoting one form of a linear function over the others. || Barbie Bungee Road Rage Slope, Pie, Lines || Create a **flip** book on graphing linear equations and inequalities. Illustrate with examples. || p. 130 __>__5 from each column || Create a puzzle /code involving solving linear equation and inequality problems. || Explain which form of a linear equation is easiest to graph and why. Include why the others are not. || Several entries in the diary of a linear inequality in a society of linear equalities. || Create an Facebook page for linear equations and inequalities. || Make a family tree for linear equations and inequalities. || (2 students in the same class) || In your group, explain the steps how to change one form of linear equation into each of the others. (2 students in the same class) || In a group, solve a set of equations collaboratively, where each student performs one step, then passes the problem on to the next student. (See the teacher for the equations.) (2 students in the same class) ||  || Interview someone who works and ask how he/she uses linear equations or inequalities in their occupation. Provide examples. ||
 * Bloom’s Taxonomy || Knowledge
 * **//Gardner’s Multiple Intelligences//** || // tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate // || // locate, explain, summarize, identify, describe, report, discuss, review, paraphrase, restate, retell, show, outline, rewrite // || // demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate // || // compare, contrast, classify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer // || // judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate // || // compose, hypothesize, design, formulate, create, invent, develop, refine, produce, transform // ||
 * **//Verbal/Linguistic//** poetry, debate, storytelling, essay, checklist, journal || Make flashcards of the important terms from the chapter. Use your own words.
 * **//Visual/Spatial//** drawing, model, poster, photograph, storyboard, illustration, board game || *Make a wordle using important terms and their relevance from the chapter. Use your own words.
 * **//Logical/Mathematical//** diagram, outline, timeline, chart, critique, graph || Create a Frayer Model using the important terms from the chapter.
 * Bloom’s Taxonomy || Knowledge
 * **//Naturalist//** classification, collection, solution to problem, display, observation, forecast, investigation, simulation, exhibit, identification ||  || Make a Venn diagram comparing and contrasting each representation of a linear function - GNAW || *Create a photo essay of linear equations and inequalities in your daily life. || Make a graphic organizer comparing and contrasting each form of a linear equation. || . As an animal trainer, describe how you would train your pet line and linear inequality to get along and obey commands. ||   ||
 * **//Musical//** song, rap, lyrics, composition, jingle/slogan, melody || Compose lyrics to a song or rap which will help you remember important terms and their relevance from the chapter. Use your own words.
 * **//Bodily/Kinesthetic//** role play, skit, pantomime, dance, invention, lab, improvisation, prototype ||  || Make and perform a skit of one person teaching anotherhow to graph linear equations and inequalities. || Perform a puppet show telling a story about the adventures of a line. || Perform a dance that describes the four classifications of slope. At least 2 minutes. || *Perform an experiment. See the teacher for specifics.
 * **//Intrapersonal//** journal, log, goal statement, belief statement, self-assessment, editorial || Create a vocabulary quiz that reviews all of the important terms in the chapter. Use a variety of formats (MC, matching, etc.) Include a key.
 * **//Interpersonal//** discussion, roundtable, service learning, conversation, group activity, position statement, interview ||  || Each person explains when to use each of the different form of a linear equation.