African Influences on Modern Math Concepts Title of Unit: African Influences on Modern Math Concepts Period of History: Ancient Egypt Grade Level: 9 th grade Subject Focus: Mathematics/Algebra Theme of Unit: The purpose of this unit is to connect students to a multicultural experience within the given framework of the content area(s) in which they are being instructed. This unit focuses on the mathematical concepts seen in ancient African culture that have been refined through the ages to what is common place in today s Algebra based classrooms. Each lesson in this unit is designed to enhance the student learning experience and give a frame of reference to key concepts which enable students to connect with authentic practices, language, and imagery from African history. Sunshine Standards: MAFS.912.A-REI.2.3, MAFS.912.A-REI.1.1, MAFS.912.A-CED.1.4, MAFS.912.A-CED1.2, MAFS.912.A-CED.1.1, MAFS.912.A-REI.2.4, MAFS.912.A-REI.1.1 Goal: Students will understand how linear equations are written and solved. Students will also utilize the quadratic formula, understand slopes of lines and the quadratic formula. Lastly, students use proportional reasoning and simplify fractions.
CONCEPT MAP OF UNIT TOPIC Agile Algebra 1 African Influences on Modern Math Concepts TEACHER GRADE [Teacher s name] [Student s grade] KEY LEARNING(S) UNIT ESSENTIAL QUESTIONS INSTRUCTIONAL TOOLS How linear equations were written How linear equations were solved How checking solutions are essential Proportional Reasoning Simplifying fractions Slopes of lines Quadratic formula How can I write and equation based on the given information? How is the Egyptian Method way of solving equations similar to the traditional methods I use? How can using an incorrect answer help guide me to a better answer? How does the rule of three relate to modern proportions? How is does using Abu Kamil s reinforce canceling out fractions? How can slopes be calculated based on the Egyptian methodology? How can modeling of areas used by the Mesopotamians be using to determine a solution for a quadratic equations? Algebra Activities from Many Cultures - Beatrice Lumpkin - Google Books https://books.google.com/books?id=bwqd04xpj2k C&printsec=frontcover&source=gbs_ge_summary _r&cad=0 Multicultural Science and Math Connections CONCEPT CONCEPT CONCEPT CONCEPT Linear Functions Proportional Reasoning Simplifying fractions Slopes of lines https://books.google.com/books?id=2lgg8lsjqma C&printsec=frontcover&source=gbs_ge_summary _r&cad=0 Quadratic formula LESSON ESSENTIAL QUESTIONS LESSON ESSENTIAL QUESTIONS LESSON ESSENTIAL QUESTIONS LESSON ESSENTIAL QUESTIONS How can I write and equation based on the given information? How is the Egyptian Method way of solving equations similar to the traditional methods I use? How does the rule of three relate to modern proportions? How is does using Abu Kamil s reinforce canceling out fractions? How can slopes be calculated based on the Egyptian methodology? How can modeling of areas used by the Mesopotamians be using to determine a solution for a quadratic equations?
How can using an incorrect answer help guide me to a better answer? STANDARDS STANDARDS STANDARDS STANDARDS MAFS.912.A-REI.2.3 Solving linear and inequalities equations in one variable including equations with coefficients represented by letters. MAFS.912.A-REI.1.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. MAFS.912.A-CED.1.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm s Law V= IR to highlight resistance R. MAFS.912.A-CED1.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales MAFS.912.A-CED.1.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational, absolute, and exponential functions. MAFS.912.A-REI.2.4 Solve quadratic equations in one variable. a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x p)² = q that has the same solutions. Derive the quadratic formula from this form. MAFS.912.A-REI.1.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method ADDITIONAL INFORMATION The purpose of these activities is to connect students to a multicultural experience within the given framework of the content area(s) in which they are being instructed. This unit focuses on the mathematical concepts seen in ancient African culture that have been refined through the ages to what is common place in today s Algebra based classrooms. Each lesson in this unit is designed to enhance the student learning experience and give a frame of reference to key concepts which enable students to connect with authentic practices, language, and imagery from African history. Entry Points for Agile Algebra 1: Topic 3 What s in a rule? Block 5: The Egyptian Method of Solving Equations Topic 5 Constant Rates Block 2 & Block 3: Multicultural Examples / Modern Fractions from North Africa/The Multicultural Origin of the Quadratic Formula
Topic 6 Using Slope-Intercept form Block 1: Slopes of the Pyramids in Africa and America Aug. 25 Students 1 st Day Students 1st Day Building a Classroom 26 Topic 1-Block 1 Overview Representing Data SAS 1 & 2 27 Topic 1-Block 2 Focus on the Action SAS 3 28 Topic 1-Block 3 Domain & Range 31 Topic 1-Block 4 Sept. 1 Topic 2- Block 1 Overview 2 Topic 2- Block 2 Tiling Square Pools 3 Topic 2-Block 3 Tiling Square Pools Guided Practice 4 Topic 2- Block 4 What s in a Rule SAS 3 7 No School 8 Topic 2- Block 5 What s in a Rule SAS 3 AAC The Egyptian Method of Solving Equations 9 District-Created Assessment Topics 1 & 2 10 Topic 3- Block 1 Overview Function Notation SAS 1 & 2 FA Commit & Toss 11 Topic 3- Block 2 Function Notation SAS 2 14 Topic 3- Block 3 Modeling with Functions SAS 3 15 Topic 3- Block 4 Graphs SAS 4 16 Topic 3- Block 5 Guided Practice 17 Topic 3- Block 6 SAS 5 18 Topic 3- Block 7 Written Response Paper SAS 6 & 7
21 Topic 3 Review 22 District-Created Assessment Topic 3 23 Topic 4- Block 1 Overview SAS1 24 Topic 4- Block 2 Match the Graph SAS 2 25 Topic 4- Block 3 Elevator Graphs SAS 4 28 Topic 4- Block 4 What s My Rate SAS 4 Guided Practice 29 Topic 4- Block 6 What s My Rate SAS 4 More practice 30 Topic 4- Block 7 Multiple Choice Constructed Response #1 Oct. 1 Topic 5- Block 1 Overview Constant Rates SAS 1 & 2 2 Topic 5- Block 2 Constant Rate SAS 2 AAC Proportions* Multicultural Examples Sheet 5 Topic 5- Block 3 Direct Variation SAS 3 AAC Simplifying Fractions* Modern Fractions from North Africa Sheet 6 Topic 5- Block 4 Rates that are not Constant SAS 4 7 Topic 5- Block 5 MARS TASK Differences AAC The Multicultural Origin of the Quadratic Formula 8 Topic 5- Block 6 Rates that are not Constant SAS 4 9 District-Created Assessment Topics 4 & 5 12 Topic 6- Block 1 Overview Using Slope-Intercept Form SAS 1 & 2 AAC Slopes of the Pyramids in Africa and America Sheet 19 Formative Assessment Topic 6- Block 6 Point-Slope Form SAS 5 13 Topic 6- Block 2 Using Slope-Intercept Form SAS 2 14 PSAT Topic 6-Block 3 Understanding slope-intercept form Constructed Response 1 ***(See GCG)*** 15 Topic 6- Block 4 The graph of y = mx + b SAS 3 16 Topic 6- Block 5 Intercepts & Standard Form SAS 4 20 Formative Assessment Topic 6- Block 7 Review: Multiple Choice/ Review for District Assessment 21 Formative Assessment District-Created Assessment Topic 6 22 Formative Assessment MAKE UP DAY DEPENDING ON SCHOOL SITE 23 Formative Assessment DATA CHAT End Quarter 1