Dr.+Vega+CRN+50699


 * Ayesha Mawad ||
 * 4th Grade Science ||
 * **S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.** ||
 * The students will create a model of food web showing producers, consumers and decomposers and demonstrating the flow of energy using Kidspiration or insert pictures and arrows into a Word document Save as a JPG to be inserted into iMovie for the final project, and score at least 8 out of 10 on the rubric. ||
 * # Visit []. Click on each vocabulary word to read the definition of each word. Take a field trip to **Black water Refuge.**
 * 1) Visit [] and click on each slide to learn about the food web. Click on the links within each slide to view a video or review or complete an activity.
 * 2) Visit [] and solve the mystery of the four food webs.
 * 3) Create a food web from land ecosystem using Kidspiration or Word Document (save as JPG). ||
 * Your food web will be graded using the rubric at [] ||

1.View What is Marketing? Power Point Presentation while completing the Unit 1 Note Taking Guide. 2. Review key vocabulary by using [|e-flashcards], completing a [|crossword puzzle], or [|filling the blanks]. 3. View Marketing Mix Power Point Presentation while completing the Unit 1 Note Taking Guide. 4. Watch [|Business Tips: 4P's of Marketing] Video Clip. 5. Complete Marketing Mix Activity.When you have finished your Marketing Mix Puzzle, submit it in the drop box labeled Marketing Mix Puzzle Activity in the FCS Learning Management System, ANGEL. 6. View Marketing Occurs PowerPoint while completing the Unit 1 Note Taking Guide. When you have finished your Unit 1 NoteTaking Guide, submit it in the drop box labeled Unit 1 Notes in the FCS Learning Management System, ANGEL. 7. You are going to experiment with the Marketing Mix (Product, Price, Place and Promotion) and how it affects business by running a Lemonade Stand. Visit [|Sim Lemonade Millionaire]. Review the instructions on learning how to play then get started by clicking on "Play Game". You should play for 30 days. Don't forget to experiment with changing the recipe (Product), location (Place), cost (Price) and advertising (Promotion) to see how your decisions regarding the marketing mix affect your sales. 8. You just finished being a Lemonade tycoon on the web. Construct a 3-4 paragraph business memo in Microsoft Word in response to the activity. Your response should address the following questions: When you have completed your response, submit it in the drop box labeled Marketing Mix Response in the FCS Learning Management System, ANGEL. || You will be receive 2 formative and 1 summative assessment for the completion of this module. Formative Assessment: Summative Assessment
 * __**Name:**__ Emily Henderson ||
 * __**Grade and Subject:**__ 9-12th Grade Marketing Principles ||
 * __**Georgia Performance Standard:**__ MKT-MP-3 Acquire foundational knowledge of marketing concepts to understand the scope and impact of marketing on the economy. ||
 * __**Instructional Objective:**__ The student will demonstrate understanding of how decisions in the marketing mix are applicable to the marketing concept and economy by scoring scoring 80 percent or better on essay response. ||
 * __**Instructions and Resources:**__
 * How did you end the game- with a profit (how much) or a loss (how much)?
 * Name the one element of the marketing mix that played the greatest into your profit (or loss). Why?
 * What did you learn from this activity? How can it be applied in other business situations
 * __**Assessment:**__
 * Accurately Completion of the Unit 1 Note Taking Guide
 * Marketing Mix Puzzle Activity will be graded based on the [[file:7480modules/Marketing Mix Puzzle Activity Rubric.pdf|Marketing Mix Puzzle Activity Rubric]]
 * 3-4 Paragraph Response Based on Lemonade Stand Game will be assessed using [[file:7480modules/Marketing Mix Response Rubric.docx|Marketing Mix Response Rubric]] ||

1. Watch BrainPop Jr. Video on Magnets. 2. View Magnetic Forces presentation. 3. Using 2 magnets that has a north and south pole, bring the two magnets together to see which poles will make the magnets attract and which poles make it repel. Make sure to keep experimenting with different poles. 4. Name some objects around the room. Predict if a magnet will atrract to it or not and why. 5. Take a magnet, go around the room, and explore with the different objects to see if the prediction was right. || Observation and feedback Print out the Magnet Assessment worksheet. Complete the worksheet to see the accuracy result. Submission: Scan and email worksheet to the teacher. Take Magnets Quiz on BrainPop Jr. Students may take it online or print it out and take it separately. Submission: Print screen of the quiz or scan the paper copy and email to the teacher. || Post your Mini Module below.
 * Name: Thanh Amy Nguyen ||
 * Grade and Subject: First Grade Physical Science ||
 * Georgia Standards: Students will demonstrate effects of magnets on other magnets and other objects. ||
 * Instructional Objective: The students will be able to demonstrate how magnets attract and repel. The students will be able to identify common objects that are attracted to a magnet. The students will be able to identify objects and materials (air, water, wood, paper, your hand, etc.) that do not block magnetic force. ||
 * Instructions and Resources:
 * Student Assessment:


 * Name: ||
 * Grade and Subject. ||
 * GeorgiaStandards: ||
 * Instructional Objective: ||
 * Instructions and Resources ||
 * Student Assessment ||

MCC3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. || For this module you will be expected to visit Wall Wisher and Brain Pop Jr. If you need help accessing these sites please contact me. Iwill be more than happy to assist you. Wall Wisher Example 1 Wall Wisher Example 2 I will be collection a grade on the quiz, but I will not be taking a grade on your Wall Wisher comments, discussions, or posts. I will be looking for your best work and providing you with feedback to help you grow as an online learner. Assessment Recap:
 * Name: || Sarah Kay Dobbs' Mini Module ||
 * Grade and Subject: || 3rd Grade Math ||
 * Common Core Georgia Performance Standards: || Use place value understanding and properties of operations to perform multidigit arithmetic.
 * Instructional Objective: || Third grade students will recognize the "rules" of rounding by accurately accessing online tools and scoring 80% or higher on the rounding quiz. ||
 * Instructions and Resources: || Let's get ready to round. Some of you may remember how to round from your second grade experience; however, we need to review it in order to make sure we can apply it when using mental math in our future operations.
 * Vist [|wallwisher.com] and post what you know and want to learn about rounding. After you click on the Wall Wisher link, please double click anywhere on the page. You will see a black box pop up. First, click on Anonymous and type in your class nbumber. Second, type in what you know and want to learn in the message box. Third, click Ok. Finally, visit the site a few times over the next few days to see what your classmates have posted and look for feedback from me. (I have created jing how to images; however, it will not allow me to up load them. They will be present in my submitted project via Georgia View.)
 * Now that you have participated in the KWL on Wall Wisher please follow the hyperlings to Brain Pop Jr. Have your username and password handy before you begin. If you have misplaced it since our online orientation please email me. First, you will watch a short video about rounding to the nearest 10 and 100. Then, you will need to play Catch It! Next, you will share your thoughts about the video and the game in the What Did You Think? section of our class blog. Your final task at Brain Pop Jr. will be to take the Hard Quiz and submit your score to me through email.
 * Please visit our class blog to comment on two of your classmates' thoughts about the video and game. ||
 * Student Assessment: || Students your assessments for this lesson are the KWL comments, the Hard Quiz, your discussion post, and your two comments on our class blog.
 * KWL comments should be posted at wallwisher.com. Only share what you know and want to learn about roudning. You will share what you learn at the end of this unit.
 * Share your thoughts about the video and game on our class blog. Comment on two of your classmates' posts.
 * Take the Hard Quiz and submit it to me in an email. You can use jing to sanp a screen shot of your grade or just email me your score as a percent and tell me which one you missed. If you forgot how to use jing please watch the video or let me know. ||
 * 7480 Classmate Suggestions: || Please feel free to add your comments and responses here.. ||

11th grade American Literature || ELACC11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. || The Students will analyze F. Scott Fitzgerald's //The Great Gatsby// by identifying at least two universal themes characteristic of Modernism using evidence from the content of the text ||
 * ====**Name:** **Beth Ragland**==== ||
 * __Grade and Subject:__
 * __Common Core Standards:__
 * __Instructional Objectives:__
 * __Instructions & Resources:__ Students will complete prior assignments and background research in preparation for the final assignment
 * 1) First, students will finish reading and annotating their text copy of //The Great Gatsby// or online copy of The Great Gatsby
 * 2) Next, review the PowerPoints for assessing your annotations:
 * 3) [[file:Gatsby PPT Ch 3-4.pptx]][[file:Gatsby PPT Ch 7.pptx]][[file:Gatsby PPT Ch 8-9.pptx]]
 * 4) View the guidelines for annotating for extra help with notetaking.
 * 5) Watch the video about F. Scott Fitzgerald to provide background information on the author and the time period. The video will help students understand the author's purpose and make theme connections.
 * 6) Read the information provided by PBS for essential information about Fitzgerald and the novel to help formulate characteristics about Modernism and Fitzgerald's tone and purpose: Fitzgerald and the American Dream, PBS about Fitzgerald, about The Great Gatsby, The Lost Generation
 * 7) Next read the document about theme. Students will use their knowledge of theme analysis to identify examples of theme from the Gatsby text.

Students are now ready for the final assignment The final presentation will be assessed by using the assigned rubric: ||
 * 1) Choose two or more themes characteristic of Modernism
 * 2) Choose five art pieces or orginal drawings depicting the Modernism characteristics and your themes. Create a VoiceThread presentation using at least five slides. Each slide must include textual evidence illustrating the theme(s) and use evidence from each chapter 1-9. Your goal is to use the art as a guiding image connecting your themes and the novel with Modernism. You will
 * 3) Organize the VoiceThread into a logical discussion of the entire novel while developing the significance of the theme (s). Justify your theme choices with textual evidence.
 * 4) Use recorded comments & typed comments to explaining your art choice, theme, and connections to the literature, author, and time period.
 * 5) View this helpful VoiceThread instruction sheet: [[file:how to create VoiceThread.pdf]]
 * 6) You might view this sample VoiceThread from a sample class discussion for O'Brien for ideas.
 * 7) Remember to answer the question: how do the themes interact and build on one another? Consider commentary on tone, characterization, setting, Modernism, etc.
 * 8) Embed your VoiceThread with the class wiki
 * 9) For more help: Click here for VoiceThread help & how to ||
 * __Student Assessment:__

__**Resources**__ __**Instructions and Materials**__
 * **__Name:__** Michelle Carter ||
 * __**Grade and Subject:**__ 5th Grade Earth Science ||
 * __**Standards:**__ Students will investigate the scientific view of how the earth’s surface is formed.
 * Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition ||
 * __**Instructional Objective:**__ Students will identify that the earth's layers have different thickness, states of matter, densities, and chemical makeup by constructing a graph using Microsoft Excel representing the differences of the Earth's layers and score a 3 out of 4 on the rubric. ||
 * __**Instructions and Resources:**__
 * Read through this interactive page that covers the Structure of the Earth. This will provide as an introduction to the layers of the Earth.
 * Read through the USGS (United States Geological Survey) Page on the Layers of the Earth. This will provide as an introduction as well.
 * Navigate through this presentation called Earth's Layers Presentation At the end of the presentation, there are questions that you can use to assess how well you understood the information. Try answering the questions on your own first. Then go back and check the answers using the presentation. For each question you missed, go back and review the information in the presentation.
 * Review this file on the Element Composition of Earth's Crust to help you grasp what the crust is made up of.
 * Read the information found at Earth's Interior. You will need to use some of this information to help you create your graphs.
 * Use the template provided to fill in information you have learned about the layers of the Earth.
 * Use the [[file:7480modules/Mini-Module Excel Check List.pdf|Excel Document Checklist]] to ensure you have completed the assignment correctly.
 * Watch the video tutorial on how to create a graph in your excel document.
 * Follow the Excel Assignment Rubric. ||
 * __**Student Assessment:**__ Your Excel graph will be graded using the Excel Assignment Rubric. ||

**Surrency Mini-Module** =Grade: First Grade= =Subject: Language Arts/Reading Comprehension- Bug Unit=

Learning Objective: ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student

e. Distinguishes fact from fiction in a text.
=Learning Resources and Instruction:= What is a **__ fact __**? A fact is something that can be considered possible to be true or real. For example, cows and ducks really can live on farms in real life. Take a look at this fact based video… [|What Spiders Do] What is **__ make-believe __** or fiction? Make-believe is something imaginary or something that could only happen in a story. For example, cows and ducks do not talk in real life and they do not help the farmer who takes care of them paint and build fences on the farm. Take a look at a familiar make-believe video… [|Spiders] Now, you will be able to determine fact from fiction in the story [|The Diary of a Worm]. First, watch the video by clicking on the book title and then fill out the chart below. Your chart will be graded by a rubric, to access the rubric, you may scroll down or click here: [|Rubric]
 * =Fact=

Ex: Worms live in the dirt.
|| =Fiction=

Ex. Worms cannot make best friends.
||
 * 1. || 1. ||
 * 2. || 2. ||
 * 3. || 3. ||
 * 4. || 4. ||


 * || Story Writing : Fact vs. Fiction Comprehension

Teacher Name: **Ms. Surrency** Student Name: ||  ||


 * =CATEGORY= || =4= || =3= || =2= || =1= ||
 * =Spelling and Punctuation= || There are no spelling or punctuation errors in the final draft of the chart. Character and place names that the author invented are spelled consistently throughout. || There is one spelling or punctuation error in the final draft of the chart. || There are 2-3 spelling and punctuation errors in the final draft of the chart. || The final draft of the chart has more than 3 spelling and punctuation errors. ||
 * =Characters= || The main characters are named and clearly described in the chart Most readers could describe the characters accurately. || The main characters are named and described in the chart. Most readers would have some idea of what the characters looked like. || The main characters are named in the chart. The reader knows very little about the characters. || It is hard to tell who the main characters are from the information in the chart. ||
 * =Focus on Assigned Topic= || The entire chart is related to the assigned topic and allows the reader to understand much more about the topic. || Most of the chart is related to the assigned topic. The chart wanders off at one point, but the reader can still learn something about the topic. || Some of the chart is related to the assigned topic, but a reader does not learn much about the topic. || No attempt has been made to relate the chart to the assigned topic. ||
 * =Accuracy of Facts= || All facts presented in the chart are accurate. || Almost all facts presented in the chart are accurate. || Most facts presented in the chart are accurate (at least 70%). || There are several factual errors in the chart. ||
 * =Fictional Elements= || All fictional examples presented are accurate. || Almost all fictional examples presented in the chart are accurate. || Most fictional examples presented in the chart are accurate (at least 70%). || There are several fictional example errors in the char ||

1. Go to www.wallwisher.com and post what you know about climate and weather. We have used this website before. If you need help see me. 2. Go to www.kidrex.org and type: climate and weather. Choose three sites and write notes about the differences of each word. 3. Print and write your answers in the graphic organizer found here: T-Chart Worksheet.If you are unable to print, copy the chart on paper. 4. Choose a location of your choice to research for your video forecast. Go back to www.kidrex.org and type in that location, climate, and weather. For example search: Jamaica climate and weather. 5. Use the information from your T-Chart to find the information you need. 6. Write a script for your forecast. Just write exactly what you want to say. Be sure to include the climate and the weather. The time should be between 2-5 minutes. Use the rubric as your checklist. 7. Watch a quick tutorial for VoiceThread by clicking here. This is good example of how VoiceThread works. 8. Go to www.voicethread.com to record your forecast using the webcam option. Create an account using youre first name only and a avatar for your photo. The video explains how to send the link to my email for grading. 9. Share your climate/weather forecast with a classmate. 10. Comment on 2 friends weather forecast. Your comments will be graded with a peer response rubric. Click here for rubric. ||
 * TEACHER: Chastity Eggleston's Mini Module ||
 * GRADE AND SUBJECT: 4th Grade Science ||
 * GPS:S4E4 The students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes. ||
 * LEARNING OBJECTIVE: The student will research and compare climate and weather. They will create a Video Forecast using VoiceThread to present their findings for the geographical area of their choice that is at least 2 minutes in length. They will also score at least 80 out of 100 on the Voicethread rubric. ||
 * LEARNING RESOURCES AND INSTRUCTION:
 * STUDENT ASSESSMENT: The weather/climate Voice Thread Presentation will be graded using our class rubric. Click here for rubric. Students will also be assessed on their peer responces with rubric and participation points will be given for the Wallwisher KWL activity. ||

2. Complete the Hard Quiz. E-mail your score to me. 3. Log in to the class wiki using your username and password. Write at least three facts about what you learned from the video on the Shapes Page. 4. Watch the BrainPop video on Solid Shapes. Use our username and password to log in. After the video, you can complete the fun activities, again. 5. Complete the Hard Quiz. E-mail your score to me. 6. Go on a scavenger hunt around your house and take pictures of objects that look like at least four of these shapes: triangle, quadrilateral, pentagon, hexagon, and cube. Save your pictures on your computer. 7. Go to the class wiki and post your pictures on the Shape Scavenger Hunt page. Make sure you label your picture with your name and the shape it looks like. If you want, you can create a PowerPoint using your pictures and post that on the wiki. 8. Complete the Create-a-shape Quiz. Save it and then e-mail it to me. ||
 * Name: || Katie Lewis ||
 * Grade and Subject: || 2nd Grade Math ||
 * Standard: || MCC2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. ||
 * Objectives: || The students will identify at least four of the five following shapes: triangle, quadrilateral, pentagon, hexagon, and cube. The student will draw two shapes given the number of angles or faces. ||
 * Instruction and Resources: || 1. Watch the BrainPop video on Plane Shapes. Use our username and password to log in. After the video, you can complete the fun activities like the game, joke, and activity.
 * Student Assessment: || The two hard quizzes, the 3 facts on the wiki, Shape Scavenger Hunt, and the Create-a-shape quiz are your assessments. Do your best work! ||

1. First, you should check out this [|Brain Pop Jr. Video] on Butterfly Life Cycles. Just log in with your username and password and get started. When you are finished be sure to play the game located right below the video. It is tons of fun! 2. Next, watch this [|Butterfly Life Cycle Slide Share Presentation]. It has some awesome photographs of the different stages of the butterfly’s life cycle. 3. Now, go to the [|Interactive Butterfly Life Cycle]. There you will find some helpful information and an interactive diagram where you will create the life cycle of a butterfly all by yourself. Just drag and drop! You can even decorate a butterfly! 4. Wow with all your new knowledge you are ready to create your very own voice thread presentation with photographs demonstrating and explaining the life cycle of a butterfly. Check out the [|rubric] so you know exactly what you need to include. If you need a voice thread tutorial check out this [|one]. It has some helpful information to get you started. It also has some great tips on creating voice threads. Once you are finished post your voice thread on our class wiki page titled “Butterfly Life Cycles”. Please remember to use your first name only when creating this voice thread, no last names. Also, just use an Avatar when creating your identity. Do not post a photo of yourself. ||
 * **Name:** Shannon Albright ||
 * **Grade and Subject:** Second Grade Science ||
 * **GPS Standard:**Standard: S2L1. Students will investigate the life cycles of different living organisms.
 * 1) Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly. ||
 * **Instructional Objective:** Second grade students will create a Voice Thread with the correct sequence of the life cycle of a butterfly showing mastering by scoring 80 points or higher on the Voice Thread rubric. ||
 * **Instruction and Resources:**
 * **Student Assessment:**Remember I will be grading you via the [|Voice Thread Rubric]c on the Butterfly Life cycle. Once you post your Voice Thread, be sure to come back and visit the class wiki page to view two other classmates’ voice threads. Be sure to leave helpful comments and suggestions. Here is the [|student peer feedback rubric] so you know what is expected of you when commenting on two other classmates' voice threads. ||

The students will compare and contrast stars and planets by creating a Glog and receiving a 16 out of 20 on the Glog Rubric. Students will apply the information from the videos in this unit to participate in online discussions by receiving a 8 out of 10 on the discussion forum rubric. || 1. Log onto Cobb Virtual Library to complete the following activities: a. Go to PebbleGo Earth and Space. Click "Stars." Read through the site and watch the two videos. Complete the Google Document below about stars. Print your answers to use on your Glog. Remember to cite your source (Hint, it's on the site) b. Now go to "Search" at the top of the page and type "The Planets." Read through this site two and watch the video. Complete the Google Document below about planets. Print your answers to use on your Glog. Remember to cite your source. (Hint this is also on the site) c. Complete your the Google document: Stars and Planets 2. Now watch the Nasa video,"Seeing Stars" on the Gale Science in Context site in Cobb Virtual Library. Based on what you read and watched, analyze the picture of the star and explain the type of star it is on our discussion forum. Consider color, age, how far it may be from earth. Remember to post your comment by Wednesday at 4pm. Respond to a peer by Friday afternoon. Do you agree with his/her observation? Why or why not? 3. Finally, you have 2 weeks to create a Glog on www.glogster.com. It is due Friday, August 10. I want you to share pictures and provide captions that compare and contrast stars and planets. You may embed a video, comparing stars and planets for extra credit. It can be a video of you explaining the differences or a video you find on YouTube, SchoolTube, TeacherTube, etc. You must include a citation box on your Glog. We will all benefit from seeing your sources for future reference! I made an example of a Glog. || Your Discussion posts will be assessed based on the discussion rubric. Your Glog will be assessed based on the Glog Presentation Rubric. ||
 * **Name:** Amy Crandal**l** ||
 * **Grade and Subject:** Fourth Grade Science ||
 * =====**GPS Standard:** S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets.===== ||
 * **Instructional Objective**: Students will explain the similarities and differences between the stars and planets by receiving at least an 10 out of 14 points on the Google form.
 * **Instruction and Resources:**
 * **Student Assessment:** You will be assessed on the answers you provide in the Google Document. Each answer is 1 point each. The question specifically asks for 1 to 3 answers depending on the question.


 * Name: Adam Johnson ||
 * __Grade and Subject:__

10th grade Literature ||
 * __Common Core Standards:__

ELACC9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. ELACC9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. ||
 * __Instructional Objectives:__

The Students will analyze the short story Lamb to the Slaughter by Roald Dahl || __Instructions:__
 * __Resources:__
 * o Read the Short Story [|Lamb to the Slaughter]
 * o Wiki Page: [|VocabWikiCHS]
 * o Context Clue [|worksheet]
 * o Video [|Context Clues]
 * o Context Clues Quiz at [|Study Island]
 * o

Read “Lamb to the Slaughter.” Read all directions and steps for this assignment.

Next, locate the vocabulary words underlined and in bold lettering; there are ten of them. Go to the web site [] figure out (conclude/deduce/infer) the meaning of each word briefly explaining how you came to that belief. You will need to provide the definition in your own words, do not look the words up online. The purpose of the exercise is to use context clues. You will be grades based on the rubric below. Read the [|Context Clues] instruction sheet to prepare for the assignment then watch the [|Context Clues Video]. I don’t care if you think it is cheesy….watch it anyway!

Next you will need to log into [|Study Island] and complete the Context Clues Assignment that is posted.

Once you have finished the vocabulary section, review the story and find the answer(s) to questions A-E. Remember that answers must be posted to your blog in order to earn credit for this assignment. ||
 * __Student Assessment:__

Wiki Pages will be assessed via the rubric below || All ten words are defined in students own words || 10 pts ||
 * An explanation of the definition is included || 20 pts ||
 * Context clues are identified in the explanation || 20 pts ||
 * Total Points || 50 pts ||

Reading Comprehension Questions posted to student blogs will be graded based on the rubric below Grading Rubric: Lamb to the Slaughter Comprehension questions
 * Minimum of three sentences || 20pts ||
 * Specific examples from the text are cited || 20pts ||
 * Grammar and Spelling (1pt off per error) || 10pts ||
 * Total || 50pts ||

Study Island context clues quiz will be graded based on Study Island’s grading system. Students will be allowed to take the quiz three times. The best score will be taken.

You will be assessed based on quizzes as well as the WebQuest (grade calculated based on percent of questions answered correctly - at least 80% accuracy is required for satisfactory grade). ||
 * **Name:** Nikolas Fleming ||
 * **Grade Level and Subject:** 10th grade, Math 2 ||
 * **GPS:**MM2N1. Students will represent and operate with complex numbers. ||
 * **Learning Objective:**
 * Students will calculate basic operations (addition, subtraction, multiplication, and division) with complex numbers with at least 80% accuracy on quiz.
 * Students will simplify expressions involving complex numbers with at least 80% accuracy on quiz. ||
 * **Instruction and Resources:**
 * 1) Review the introduction to "Imagining a New Number Learning Task" provided on class website.
 * 2) View Khan Academy video"Complex Numbers" []
 * 3) Complete Complex Numbers Quiz 1 []
 * 4) Email quiz to instructor or print and submit in class.
 * 5) View Khan Academy video"Complex Numbers part 1"[| http://www.khanacademy.org/math/algebra/complex-numbers/v/complex-numbers--part-1]
 * 6) Complete Complex Numbers Quiz 2 []
 * 7) Email quiz to instructor or print and submit in class.
 * 8) View Khan Academy video "Complex Numbers part 2"[|http://www.khanacademy.org/math/algebra/complex-numbers/v/complex-numbers--part-2]
 * 9) Complete the "Imagining a New Number Learning Task" provided on class website.
 * 10) Complete Complex Numbers Quiz 3 []
 * 11) Email quiz to instructor or print and submit in class.
 * 12) Use provided link to access Complex Numbers WebQuest[]
 * 13) Send instructor a copy of your completed WebQuest (can be sent via email as PDF or printed and submitted in class). ||
 * **Student Assessment:**