S3+Douglass,Brianna+Elizabeth

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that solving equations can be related to the real world situations. **(where)** Equations and inequalities can be useful in real life situations where numbers are involved. **(why)** //Students solve families of equations and inequalities.// **(what)**
 * (H)** 1.2 I will bring in a guest within the the school (lunch lady, custodian, secretary, etc) and have them speak briefly about how they use equations/inequalities in their life. **(hook)**
 * (E)** 1.3 Students will know how to recognize inequalities and linear equations, use and manipulate exponents and know what the domain is and how to find it. **(equip)** Students will use the cluster/word web to record thoughts or word problems that use equations/inequalities in real world settings. **(explore)** Students will then be split into teams (Numbered Heads Together) to work together to answer word problems involving inequalities and linear equations. **(experience)**
 * (R)** 1.4 Students will be able to think about the differences between inequalities and linear graphs. **(rethink)** Students will receive immediate feedback when working in groups from both me and their peers. **(revise)** After the group activity students will be asked to turn a piece of paper in with the refined answers and how they got them. **(refine)**
 * (E)** 1.5 Students will be evaluated through feedback and the revised paper turned in after the group work. **(evaluate)**
 * (T)** 1.6
 * Interpersonal:** Students will be able to work in groups and partners throughout the lesson to discuss and work on problems.
 * Visual:** A graphic organizer will be used to organize thoughts about how equations and inequalities are used in real world problems.
 * Verbal:** Students will be able to listen to the guest speaker talk about how inequalities and equations are used in his or her life.
 * Intrapersonal:** Students will get the chance to work by themselves on problems involving inequalities and equations.
 * Naturalist:** Word problems will be given about nature where students have to demonstrate their knowledge of inequalities and equations.
 * Logical:** Calculators will be used to graph, solve problems and check answers about inequalities and equations.

=Lesson 2=
 * (O)** 1.7 Students will be able to consider how equations and inequalities are used in real world situations. **(empathy)** Product: podcast, Number of days: 3 **(organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that problems can be solved and represented in different mediums (symbols, tables, graphs). **(where)** Problems in the real world are not always going to be represented through one medium. **(why)** //Students solve families of equations and inequalities.// **(what)**
 * (H)** 2.2 Watch the video [|mathmaticous] to get the students interest. **(hook)**
 * (E)** 2.3 Students will know relationships between graphs and answers found algebraically, quadratic graphs and answers from quadratic formula/factoring, x/y intercepts, slope. **(equip)** Students will use the idea wheel to record info and differences about types of graphs. **(explore)** Using think-pair-share students will be asked to determine slope, x/y intercepts, domain of a graph or graph a given equation. **(experience)**
 * (R)** 2.4 Students will be asked to find connections between equations and their graphs or why a graph is a certain type. **(rethink)** Students will be able to revise their graphic organizer, group work and practice problems. **(refine)**
 * (E)** 2.5 Students will be given a piece of paper with 5 completed problems and they need to determine whether the answer is correct or not. **(evaluation)**
 * (T)** 2.6
 * Visual:** Students will be able to use a graphic organizer to visualize the important parts of a graph.
 * Verbal:** Students will able to talk about graphs, equations and other mediums during the think-pair-share.
 * Interpersonal:** During the think-pair-share students will be able to discuss a problem with their partner.
 * Logical:** Students will use problem solving techniques to find an unknown value.
 * Bodily:** Students will be to physically demonstrate the look of a graph.
 * Intrapersonal:** During the "think" part of the think-pair-share students will individually think about a problem before discussing it with their partner.

=Lesson 3=
 * (O)** 2.7 Students will be able to analyze a graph and determine if it's linear, quadratic, inequality or absolute value. **(perspective)** Product: online poster using glogster, Number of days: 4 -5 days **(organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that problems can be solved and represented in different mediums (symbols, tables, graphs). **(where)** Being able to make sense of graphs is an important skill for many careers (accountant, scientist, etc). **(why)** //Students solve families of equations and inequalities.//**(what)**
 * (H)** 3.2 Each table group will have a graph or equation on a note card. Teams must work together to find their matching graph or equation. **(Hook)**
 * (E)** 3.3 Students will know the x/y intercept, connections between a graph and it's equation, domain, max/min. **(equip)** Students will be able to use a tree chart to record the points and numbers of interest of certain graphs. **(explore)** Students will then be put in groups for the three minute review so that they can discuss what has been said, ask questions about graphs and be able to answer them. **(experience)**
 * (R)** 3.4 Students will be to be able to check each others work during groups work in class. **(rethink)** Students will be able to graph equations on GeoGebra and explain points of interest, slope, domain, etc. and get feedback from the teacher. **(refine)**
 * (E)** 3.5 Students will create a graphing portfolio where they include group work, homework, GeoGebra graphs which demonstrates their growth. **(evaluation)**
 * (T)** 3.6
 * Visual:** Students will visualize the problem in a graph.
 * Interpersonal:** Students will be able to work in groups on graphing, answering and asking questions.
 * Intrapersonal:** Students will be able to work alone on their GeoGebra graphs.
 * Bodily/kinesthetic:** Students will be able to work out the problem physically.
 * Logical:** Will be able to answer graphing questions using logical problem solving.
 * Naturalist:** Students will get a chance to solve graphing problems related to nature.

=Lesson 4=
 * (O)** 3.7 Students will be able to make sense of graphs in order to solve problems. **(interpretation)** Product: Create a Wiki to answers questions about graphs, Number of days: 2-3 days **(organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that through manipulation, equations can be solved. **(where)** Problems involving factoring and quadratics can be found in many careers and everyday situations, such as finding maximum profit. **(why)** //Students solve families of equations and inequalities.//**(what)**
 * (H)** 4.2 Students will watch a video about[| factoring].**(hook)**
 * (E)** 4.3 Students will know quadratic equation, quadratic formula, max/min, the connection between the graph and the answers found in factoring. **(equip)** Students will use the step-by-step graphic organizer to record the factoring process, examples and tips. **(explore)** Students will be able to work on quadratic problems in groups, in partners and finally by themselves. **(experience)**
 * (R)** 4.4 Students will be able to receive peer feedback while in groups on order to re-do a problem. **(rethink)** Students will be able to complete a factoring worksheet to be handed in for feedback. **(refine)**
 * (E)** 4.5 Students will be evaluated by a checklist.
 * (T)** 4.6
 * Visual:** students will be able to use the graphic organizer in order to record the process of factoring.
 * Intrapersonal:** Students will be able to work by themselves during the team pair solo activity.
 * Interpersonal:** Students will get the opportunity to work with others during the team pair solo activity.
 * Musical:** Students will be able to create a song or rhyme about factoring.
 * Bodily/kinesthetic:** Students will be able to actively play out the act of factoring.
 * Logical:** Students can solve problems in a logical process following their graphic organizer.

=Lesson 5=
 * (O)** 4.7 Students will be able to use factoring in quadratics, where factoring is appropriate. **(application)** Product: Students will use webspiration to create a web about when and how to factor, Number of days: 4-5days **(organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that through manipulation, equations can be solved. **(where)** Analyzing a problem and finding a efficient solution is an important skill for daily life and all jobs. **(why)** //Students solve families of equations and inequalities.//**(what)**
 * (H)** 5.2 A riddle will be put up on the board and students will be asked to and figure it out. **(hook)**
 * (E)** 5.3 Students will know quadratic equation, quadratic formula, max/min, the connection between the graph and the answers found in factoring, x/y intercept, and other problem solving techniques. **(equip)** Students will use a KWS chart to record what they want to learn, what they want to know and possible sources (solutions) to the problem. **(explore)** Students will use the Jigsaw activity to become experts in a certain problem solving technique. **(experience)**
 * (R)** 5.4 Students will be able to think about a problem solving technique and become an expert in it when doing the jigsaw activity. **(rethink)** Students will complete a quiz on problem solving that won't be graded but will give them feedback. **(revise)**
 * (E)** 5.5 A game of jeopardy will be played in order to assess students.
 * (T)** 5.6
 * Visual:** Students will be able see what they know, what they want to know and possible solutions on the KWS chart.
 * Intrapersonal:** Students be given the opportunity to work by themselves on work during class.
 * Interpersonal:** Students work together during the jigsaw activity.
 * Bodily/kinesthetic:** During the jigsaw activity students will be able to get up and move around in order to solve a problem.
 * Verbal:** Students will be able to talk out their thoughts, questions and ideas during the jigsaw activity.
 * Naturalist:** Word problems will be given that involve nature.

=Lesson 6=
 * (O)** 5.7 Students will be able to describe the most efficient way of solving a problem. **(explanation)** Product: iMovie that explains the best way to solve certain problems, Number of Days 2 days **(organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that solving equations can be related to real world situations. **(where)** Problem solving skills are important and useful at home and the work place to solve everyday challenges. **(why)** //Students solve families of equations and inequalities.//**(what)**
 * (H)** 6.2 Students will write down on a note-card a strength and weakness then they will be mixed up and distributed so that a students must find the note-card's owner.
 * (E)** 6.3 Students will know x, y axis, slope, quadratics, factoring and x, y intercepts. **(equip)** Students will use an interactive webbing tool to brainstorm and compile problem solving techniques. **(explore)** Students will then be split into teams and be asked to solve a problem as many ways as they can. **(experience)**
 * (R)** 6.4 Students will think about why a certain problem solving technique is easy/hard for them. **(rethink)** Students will receive feedback on group work and assignments. **(revise)** Students will be able to correct their mistakes on non-graded work. **(refine)**
 * (E)** 6.5 Students will be assessed on their problem solving techniques through a checklist.
 * (T)** 6.6
 * Visual:** Drawings and pictures can be drawn to find a solution to a problem.
 * Logical:** Riddles, logic problems and word problems will be given to practice problem solving.
 * Interpersonal:** Group work and activities will be given during class.
 * Intrapersonal:** The option of working alone will be given on in class assignments.
 * Verbal:** Students are free to talk out problems with others.
 * Bodily/knesthetic:** Students are able to act out a problem to get a better idea of how to solve it.


 * (O)** 6.7 Students will be able to recognize what styles of problem solving they are strong and weak at. **(self-knowledge)** Product: Blog explaining problem solving techniques they are strong and weak at. **(organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe