S3+Dube,+Brittany

=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]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|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.

=Part 1= Students can use linear equations in business and daily situations where numbers are important **(Why)**. 2. Students will be asked to take out their cell phones and think about the phone plan they are on. They will then be asked to demonstrate what they think the graph of their plan looks like by using their arms as the graph. Students will then be required to write down their graph to be graphed using GeoGebra **(Hook)**. 3. Students will know how to solve linear equations**,** x-intercept, y-intercept, slope, and y-intercept form **(Equip)**. Students will use a [|step-by-step] graphic organizer to plot out the steps and process to visually see how linear equations are solved **(Explore)**. Students will use the graphic organizers to list the steps used in solving a linear equation. Next, each student will take a linear equation and solve it with a partner using the step-by-step process next to the description that is listed on the left hand side **(Experience)**. 4. Students will think about why linear equations are being used to solved different mathematical problems in the world **(Rethink)**. Student will receive feedback on non-graded pre-assessments and their graphic organizer that mark their learning **(Revise)**. Students will be given the opportunity to correct mistakes in the graphic organizer and assessments **(Refine)**. Practice problems using the graphic organizer will be administered **(Rehearse)**. 5. Students will have a pre-assessment and write blogs to reflect about what they are learning **(Evaluate)**. 6. **Tailor:** 7. Students will be able to recognize linear equations **(Self-Knowledge)**. Product: WebQuest Estimate Teaching Time: 1 Day || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that linear equations can be used to solve problems **(Where)**.
 * //2 Students solve families of equations and inequalities//** **(What)**.
 * **Verbal -** The class will participate in discussions about what linear equations are and how they are important to us. Student will also engage in a discussion about the process of solving a linear equation.
 * **Logical -** Students need to think about the process of solving linear equations to fill into the graphic organizer.
 * **Visual -** Students will be graphing with GeoGebra to get a visual of different graphs that occur in their life.
 * **Kinesthetic -** Students will be active while demonstrating the look of their graph by using their body.
 * **Interpersonal -** Students will be working in groups to figure out the process and solutions to solving linear equations.
 * **Intrapersonal -** Students will be able to write blogs to reflect on their learning.

Students can use their knowledge of linear equations and graphs to analyze statistics in the real world **(Why)**. 9. The comic about linear equations will be shown to capture the students' interest in a way that they can relate to **(Hook).** 10. Students will know what linear equations are, how to solve them, x-axis, y-axis, xy-plane, and slope **(Equip).** Students will use a [|T-Chart] to clearly map out different parts of the equation and plug in different numerical values **(Explore).** In teams, students will work together using the "Numbered Heads Together" method to try to solve linear equations during class **(Experience).** 11. Students will think about how different parts of linear equations can be translated to a graph **(Rethink).** Students participate in the above mentioned activity to receive instant feedback on their learning from their peers **(Revise).** Students are given the opportunity to correct their mistakes during and after the activity **(Refine).** 12. Students will engage in a group activity during class to strengthen their skills **(Evaluate).** 13. **Tailor:** 14. Students will be able to solve systems of linear equations and inequalities in two unknowns and interpret their graphs **(Application).** Product: ComicLife Estimate Teaching Time: 2 Days || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that linear equations can be used to solve problems **(Where)**.
 * //2 Students solve families of equations and inequalities// (What)//.//**
 * **Verbal -** Students discuss the problems in the group setting while trying to find the answer.
 * **Logical -** Students will learn to solve linear equations by using a step-by-step process.
 * **Kinesthetic -** During the activity, students will be asked to demonstrate the line of their graph by acting it out.
 * **Visual -** The comic that is shown as the "hook" overviews the topic by using pictures.
 * **Naturalist -** Students will be prompted on a discussion about places that we would use linear equations in the science field (growth of plants, rate of flow with water, pressure).
 * **Intrapersonal -** Students will be given the chance to reflect upon their work and write any questions to be discussed about the topic.
 * **Interpersonal -** Students will get the chance to collaborate with other students about the given topic.
 * **Musical -** Music will be required to be incorporated into the ComicLife that students are creating for this lesson.

Students will realize how graphs of inequalities impact the business world **(Why).** //**2 Students solve families of equations and inequalities**// **(What).** 16. By presenting the [|video] of different artistic graphs, students will most likely be engaged to learn how to graph **(Hook).** 17. Students will know how to graph inequalities, point slope form, and inequalities **(Equip).** By using the [|four column chart], students can easily break down the specific parts of each equation to be graphed **(Explore).** Students will work in a group to graph their set of equations that they will need to present and explain to the class **(Experience).** 18. Students will think about how graphing inequalities differs from linear equations **(Rethink).** While doing the group graphing, students will receive feedback from both their peers and the teacher **(Revise).** Students can use this feedback to correct their work on the spot **(Refine).** 19. Peer feedback and revision will be used as a form of assessment during this class **(Evaluate)**. 20. **Tailor:** 21. Students will be able to translate inequalities in a graphic form **(Interpretation).** Product: Online graphing tools/ iMovie Estimate Teaching Time: 2 Days || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that inequalities can be useful in problem solving **(Where).**
 * **Verbal -** Students will discuss the similarities and differences between linear equations and inequalities.
 * **Logical -** Students will use the four column chart to organize the data that is needed to graph the inequality.
 * **Kinesthetic -** Students are up and moving with their groups while working and presenting.
 * **Visual -** The video shown as the "hook" of the class explains the great things that can be done visually with inequalities.
 * **Naturalist -** Students will be asked to think about times in science and nature that inequalities are used to measure data.
 * **I****ntrapersonal -** Students will have the chance to blog about their learning progression.
 * **Interpersonal -** Students get the chance to present their group work to the class.
 * **Musical -** Classical music will be playing softly in the background while the lesson is being taught.

Students will be able to use their knowledge of comparing inequalities and linear equations to analyze statistics **(Why).** //**2 Students solve families of equations and inequalities**// **(What).** 23. Students will listen and watch [|"The Inequalities Song"] to obtain a musical perspective on what inequalities are about **(Hook).** 24. Students will know about linear equations, inequalities, and their different components **(Equip).** Students will use a [|Venn Diagram] to clearly map out the similarities and differences between linear equations and inequalities **(Explore).** Students will use the [|"Think-Pair-Share"]method of working together to analyze the different components of linear equations and inequalities. Through this activity, students get the chance to think on their own, with a partner, and collaborate with the rest of the class **(Experience).** 25.Students will get the opportunity to work with a partner think of different points that were not brought up in the individual brainstorming of the "Think-Pair-Share" **(Rethink)**. During the group collaboration of the sharing activity, students will be able to edit their Venn Diagram to include all the points that were brought up about inequalities and linear equations **(Revise)**. Students will be given the opportunity to take over the group discussion about the similarities and differences between linear equations and inequalities. The teacher will let the students voice their findings, but he or she will step in if any misinterpreted information is relayed **(Refine)**. 26. Once the brainstorming activity and lesson are complete, each student will be responsible for writing a blog about their discoveries and experiences of how linear equations and inequalities compare to each other **(Evaluation).** 27. **Tailor:** 28. Students will be able to compare inequalities to linear equations (including graphs) **(Perspective)**. Product: e-book Estimate Teaching Time: 1 Day || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that inequalities can be useful in problem solving **(Where).**
 * **Verbal -** During the "Think-Pair-Share" activity, students are able to discuss their thoughts about linear equations and inequalities.
 * **Logical -** Students are using the Venn Diagram to logically map out the components of both linear equations and inequalities.
 * **Kinesthetic -** Each corner in the classroom will be labeled: linear equation, inequality, both, and neither. The teacher will call out a component of either an inequality, linear equation, or neither. Students will be given a few seconds to make their way to the corner that they think the component fits under.
 * **Visual -** Students will use [|GeoGebra] to graph both linear equations and inequalities to experience how their graphs compare visually.
 * **Naturalist -** Students will be asked to think about different situations in science and nature when data is recorded as linear equation or as inequalities.
 * **Intrapersonal -** Students will be given the chance to reflect individually about how linear equations and inequalities are similar and different before reporting to their partner.
 * **Interpersonal -** Students get the chance to discuss their thoughts about the comparison of linear equations and inequalities with a partner and then with the class.
 * **Musical -** The "hook" used at the beginning of the lesson will allow students to make a connection to inequalities with a song they are familiar with.

Through this lesson, students will realize that factoring can lead to graphing and analyzing of more complex equations. This allows the students to have more information about analyzing more complex statistics **(Why)**. //**2 Students solve families of equations and inequalities**// **(What).** 30. Students will view the student video [|"Get Low"] that is placed to the melody of a popular song that explains the quadratic formula **(Hook).** 31. Students will know the quadratic formula, factoring, and how to solve linear equations **(Equip)**. Students will use the[| "Ladder"]graphic organizer to map out the steps and information needed to factor a linear equation **(Explore).** In groups, student will make process note cards that explain the process of factoring step-by-step. Students will then use the [|"Three Step Interview"] activity to quiz each member of the group on the factoring process **(Experience).** 32. Once being "interviewed" by their group members, students will be able to reflect on the information that they successfully explained and the material they need to work on **(Rethink).** At this point, students will be given a chance to revise their "ladder" and note cards to make sure they are completely accurate **(Revise)**. Each student will be asked to fill out a [|"Performance Checklist"] about their knowledge of factoring **(Refine)**. 33. Students will be asked to pass in their note cards for review. In doing this, the teacher is double checking that the students are learning the correct material right from the start **(Evaluation)**. 34. **Tailor:** 35. Students will be able to consider using the quadratic formula when factoring problems **(Empathy).** Product: Digital Scrapbook Estimate Teaching Time: 3 Days || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that factoring is useful when working with linear equations **(Where).**
 * **Verbal -** Through the "Three Step Interview" process, students are verbalizing their knowledge about factoring.
 * **Logical -** By using the "ladder" organizer, students are able to logically map out the progression of the steps of factoring.
 * **Kinesthetic -** Each student will be given a puzzle piece with part of a factored equation on it. The students must move around the room to find the missing parts of their equation to complete the factoring.
 * **Visual -** By using the puzzle activity, students will be given the opportunity to look at the ways that the "pieces" of each equations work together.
 * **Intrapersonal -** While filling out the "Performance Checklist," students will need to reflect upon the topic and how they are progressing with the learning of the material.
 * **Interpersonal -** Students will get the opportunity to socialize with their peers while figuring out the "puzzle" activity and the "Three Step Interview" process.
 * **Musical -** The hook at the beginning of the lesson brings the quadratic formula to life in a modern day song.

Students will realize how much easier the quadratic formula will make factoring difficult equations. When students are able to use the quadratic formula to factor equations, more complex statistical information can be interpreted **(Why)**. //**2 Students solve families of equations and inequalities**// **(What).** 37. Students will listen to a [|rap] about the quadratic formula that explains what it is and how to use it **(Hook)**. 38. Students will know the quadratic formula, what linear equations are, and how to factor linear equations using the quadratic formula **(Equip).** Students will use the[| "Goal-Reasons Web"] to map out the steps of factoring with the quadratic formula. Next to where each step is listed, the students will factor an equation and write the process for that equation down step-by-step **(Explore)**. Students will take a non-graded quiz for comprehension in class. After the quiz is completed, students will work in groups to discuss the answers of the quiz using a [|"Think-Pair-Share"] method. After the group portion is completed, the teacher will discuss the answers with the class to ensure that they have the correct answers **(Experience).** 39. During the group correcting activity, students will be able to analyze their process of thinking for each problem while discussing the potential answers with their group **(Rethink).** During the team activity, students will be allowed to edit their work so that they can correct any mistakes they found in their process **(Revise)**. The teacher will check for comprehension by having the students share their answers before revealing the correct answers to the quiz. The teacher will also collect the quizzes to evaluate the processes that each student is using to come to a solution **(Refine)**. 40. The non-graded quiz will be used as a form of assessment for the teacher. This allows he or she to see where each student stands with the knowledge of the material **(Evaluation).** 41. **Tailor:** 42. Students will be able to demonstrate the quadratic formula in factoring **(Explanation)**. Product: Garage Band Estimate Teaching Time: 1 Day ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that factoring is useful when working with linear equations **(Where)**.
 * **Verbal -** In a group setting, students will discuss the answers they found for the quiz questions.
 * **Logical -** Students will be required to use the quiz equations and graph them using [|GeoGebra].
 * **Kinesthetic -** In a group, students will need to create an interpretive dance that explains the quadratic equation and how it is used.
 * **Visual -** Students will use the "Goal-Reasons Web" to visually map out the steps for factoring an equation using the quadratic formula.
 * **Intrapersonal -** Students will have time after reviewing the quiz to evaluate themselves on how they feel they are progressing with the material. Each student will be expected to write a blog of this reflection.
 * **Interpersonal -** Students will work in groups and the class to discuss the process of factoring the equations on the quiz.
 * **Musical -** The musical rap presented at the beginning of the lesson will provide the students with a way to remember the quadratic formula in a different format.

2004 ASCD and Grant Wiggins and Jay McTighe