S3+Thiry,+Simone

=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 using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - Checking for Understanding Strategies.pdf **(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= **Visual:** Students will use the manipulatives used in the introductory activity to visualize the process of solving equations. Pairs will use the word-web organizer to compile their processes for solving equations in a visual way as a brainstorm for their podcast. **Logical:** Students will explore the logical steps taken to solve equations in their Team-Pair-Solo groups. Students will develop a strategy (based in a process of reason) for solving equations to share in their podcasts. **Interpersonal:** Students will have an opportunity to work in groups to discover strategies for solving equations in the introductory activity, to solve equations in groups and pairs in the Team-Pair-Solo activity, and to brainstorm ideas and strategies with a partner to create their podcasts. **Intrapersonal:** Students will have the opportunity to work individually on their own strategy for solving equations in one-minute papers, and will work on solving equations individually at the end of the Team-Pair-Solo activity. **Kinesthetic:** Students will have the opportunity to move the seeds and packets from the introductory activity to help understand the physicality and movement involved in solving equations. Students will also have the opportunity to use their bodies to indicate their level of understanding of the processes being used in the Hand Signals formative assessment. **Naturalist:** The seeds used in the discovery process at the beginning of the lesson to demonstrate the physical aspect of solving equations will connect the curriculum to the world of living organisms. Each team's seeds will be planted in pots that will help teams bond with each other and will serve as classroom decoration throughout the unit, continuing to bring nature into the classroom. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that the process of solving equations can be seen as a process of reasoning and can be explained verbally **(where)**. The process of eliminating excess information to reach the solution of a problem can be universally applied, for example, when there is a conflict between people, oftentimes the conflict escalates because of additional and compounding issues. We can apply this type of thinking by eliminating the excessive issues to get to the root of the problem **(why)**. //**Students will understand that solving equations can be seen as a process of reasoning and be able to explain the reasoning**// **(what)**.
 * (H)**1.2 Students will begin class by working with each group’s table split into two halves. One side of the table will have packets of seeds, and the other side will have a pile of seeds. There will be the same number of seeds in each packet, and students will work as a group to try to deduce how many seeds are in each of their packets. At the end of the activity, students will open one packet to see if they are right. We will then begin our discussion of solving equations.
 * (E)**1.3 Students will know the vocabulary: isolate, variable, and method, and will know the method for solving single-step equations **(equip)**. Students will use the Team-Pair-Solo strategy to become familiar with the process of solving single-step equations. Students will then brainstorm their ideas for how to solve single-step equations in a one-minute paper. **(explore, rethink)**. Students will use the word web organizer to compile the ideas for their podcast in two categories: why it works and how it works. Students will then work in different pairs to create a podcast that demonstrates the understanding of the process of solving equations **(experience)**.
 * (R)**1.4 Students will combine their one-minute paper ideas with their partners' to create a cohesive word-web proposal for their podcast **(rethink)**. Students will get feedback from another pair **(revise)** and obtain approval from the teacher (after making suggested changes) on their word-web before beginning work on their podcast **(refine)**. Students will receive a copy of the podcast rubric before creating their final product **(rethink)**. They will be asked to score themselves, and to compare their score with the score given by the teacher at the end of the unit **(revise, refine)**.
 * (E)**1.5 Students will rate their understanding on a scale of 1-5 using Hand Signals before breaking into the one-minute paper activity. The teacher will address questions as a group and individually to check for understanding and monitor individual student learning **(evaluate).**
 * (T)**1.6 **Verbal:** Students will use the word-web organizer, one-minute paper and podcast to explain their own ideas for solving equations verbally.
 * Musical: ** Students will have the opportunity to include rhythm and music into their podcast if they want to.
 * (O)**1.7 Students will be able to express verbally the reasoning process behind solving equations **(explanation)**. Product: Podcast. Time: Days 2 (80) **(organize)**. ||

Visual: Students will use the flow chart to visually represent the process of solving equations. Logical: Students will see the logic behind the steps used to solve an equation and will make connections to logical problem solving in other areas. Interpersonal: Students will work in groups to solve equations and use a Round Robin brainstorming technique to help develop ideas for their blogs. Intrapersonal: Students will have opportunities to think independently before group discussions, and students will reflect individually in their blog posts. Kinesthetic: Students will be able to use manipulatives to physically move parts of the equations around and solve them. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 2.1 Students will understand that the process of solving equations can be seen as a process of reasoning and can be explained verbally **(where)**. The process of deconstructing problems is useful to many fields, everyone from chefs to plumbers use these types of problem-solving techniques in their daily life **(why).** Students will understand problem solving as a process of reasoning, and be able to relate and connect it to other aspects of life **(what)**.
 * (H)** 2.2 Students will begin class working in groups to solve multiple step equations using manipulatives.
 * (E)** 2.3 Students will know the vocabulary: linear equations, isolate, variable, and combine. Students will know the method for solving multi-step equations **(equip)**. Students will use a flow chart to map out the steps for solving equations. Students will work in groups to solve equations and share their findings with the class **(explore)**. Students will share ideas in a Round Robin brainstorm and work with each other to develop ideas for their blogs. Students will peer-review and critique each others' blogs before the final drafts are posted **(experience)**.
 * (R)** 2.4 Students will reflect on their flow charts and justify the order they chose for the steps **(rethink)**. Students will compare the components of their blog post to the checklist **(revise)**. Students will assess each others' blogs in groups. Each student in the group must 'okay' the clarity of each blog before the final draft is posted **(refine)**.
 * (E)** 2.5 Students will be asked to evaluate their own and their classmates’ blog posts using the checklist that the teacher will then will compare their evaluations with the teachers' **(evaluate)**.
 * (T)** 2.6 Verbal: Students will discuss verbally, and then write blog posts about how they can relate the process of solving equations to the real world.
 * (O)** 2.7 Students will be able to relate the process of solving equations to another issue, subject or discipline **(empathy)**. Product: Blog Post. Time: Days 2 (80) **(organize).** ||

Visual: Students will watch the video that accompanies the song/dance, and will create visual representations of their equations in the Glogster. Logical: Students will use a logical progression of steps to solve equations and inequalities. Interpersonal: Students will work in groups to jigsaw the information and develop their glogsters. Intrapersonal: Students will work individually on a sequence chart before joining glogster groups. Musical: The song provides a way for students to remember the steps for solving equations to a musical beat. Kinesthetic: The dance moves that accompany the songs allow students to use their muscle memory to help them remember how to solve equations. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 3.1 Students will understand that simple equations and inequalities in one variable can be solved using a series of steps. **(where)** Being able to solve more complex problems is necessary to be able to apply math to science, health and statistics in other fields **(why).** Students will represent the processes of solving equations and inequalities in different ways. ** (what) **
 * (H)** 3.2 Sweeney Math song and steps for solving Equations: We will watch the video and students will participate in singing the song and doing the steps before we begin class.
 * (E)** 3.3 Students will know inequalities, the method for solving multiple-step equations and the method for solving inequalities **(equip).** Students will use a sequence chart to demonstrate the steps for solving multiple step equations and inequalities. Students will work in a Jigsaw format; one group will learn to solve inequalities, while the other will learn to solve more complex multiple-step equations. Then they will reassemble and teach each other. **(explore)** Students will work in groups of four to create a glogster that explains how to solve equations or inequalities (depending on the group) in three ways (in addition to the algebraic equations, show visually, orally, verbally, etc.). **(experience)**
 * (R)** 3.4 Students will use their prior knowledge from the sequence chart and jigsaw to determine what processes to include in their glogster **(rethink)**. Students will have opportunities to practice with the material, and teach it to their peers, before putting it into the final product **(refine)**. Students will have the opportunity to change their glogster after checking in with the teacher **(revise).**
 * (E)** 3.5 Rate their understanding from 1-4 at the beginning, after jigsaw, and at the end of class.**(evaluate)**
 * (T)** 3.6 Verbal: Students will use the lyrics of the song to express verbally the process of solving multiple step equations, and will explain specific methods to their groups in the Jigsaw piece. They may also choose to include a verbal component in their glogster.
 * (O)** 3.7 Students will be able to represent the process of solving equations and inequalities in different ways **(interpret)**. Product: Glogster. Days: 1. **(organize)** ||

Visual: Students will be able to see the differences between equations and inequalities in their Venn Diagrams and in their classmates’ human equations. Logical: Students will be able to deduce logically why the equalities and inequalities are different and will be able to use a logical series of steps to solve equations. Interpersonal: Students will learn from each other in the Circle the Sage activity, and be able to interact with other students through posting responses to their wikis. Intrapersonal: Students will work independently to transfer the ideas for solving equations in their Venn Diagram into a wiki post. Kinesthetic: Students will be able to make their bodies part of the equations in the Human Equations activity. Natural: Students will incorporate their human equations in nature while understanding the difference between equations and inequalities through differences in qualities of natural elements. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** W) ** 4.1 Students will understand that simple equations and inequalities in one variable can be solved using a series of steps. ** (where) **Understanding the differences between these will help us apply math to real life; e.g. for many tests (LSATs, PRAXIS) you need to score above a certain score, in this case it is more important to use inequalities than equalities. ** (why). ** Students will contrast the processes of solving single-variable equations and inequalities ** (what). **
 * (H)** 4.2 We will begin class having students bring the cards on their desks outside to make human equations. Students will pick some element of the outside environment to represent the equals sign or inequality (e.g. a rock for the inequality because it may need to be flipped over mid-equation).
 * (E)** 4.3 Students will know inequalities, and the processes for solving multiple-step equations and inequalities **(equip).** Students will use a Venn Diagram to categorize the qualities of equations and inequalities. Students will use the Circle the Sage technique to get insight on more complex problems from advanced classmates **(explore).** Students will create a wiki post in which they compare and contrast the processes of solving equations and inequalities, and will comment on at least two other classmates’ posts **(experience).**
 * (R)** 4.4 Students will use their Venn Diagrams to take the concepts from the discussion and put them in their own words **(rethink).** Students will tackle new problems after gaining additional insight from their peers in Circle the Sage **(refine)**. Students will respond to the teachers' comments on their wikis, editing if necessary **(revise).**
 * (E)** 4.5 Students will check their wiki posts for checklist items before posting **(evaluate).**
 * (T)** 4.6 Verbal: Students will write down verbally in their Venn Diagrams and wiki posts the differences in solving multiple-step equations and inequalities.
 * (O)** 4.7 Students will be able to contrast the processes of solving single-variable equations and inequalities **(perspective)**. Product: Wiki Post. Days: 1. **(organization).** ||

Visual: Students will use the visual components of a Prezi to display several methods for solving quadratic equations. Students will visualize the equation breaking into 2 parts as a result of factoring. Logical: Students will use a series of steps to determine which method they should use to solve a quadratic. Interpersonal: Students will work together in jigsaws and presentation groups to master the material. Intrapersonal: Students will use the exit ticket to check-in with their own understanding, and will work individually to become an expert with one of the methods. Musical: An example given during instruction will relate the different methods to different fingerings to produce the same note when playing certain instruments. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 5.1 Students will understand that different methods should be used to solve quadratic equations in one variable, depending on the initial form of the equation. **(where)** We need to know how to determine what methods to use in the face of different problems. Fire extinguisher example. **(why)** Students will be able to solve quadratic equations using multiple methods **(what)**.
 * (H)** 5.2 Students will come into class and examine the fire-extinguisher labels on their tables. When should you use this fire extinguisher? There are different fire extinguishers for different types of fires; there are different methods for solving different quadratic equations.
 * (E)** 5.3 Students will know quadratic equations, radicals, difference of squares, completing the square and factoring. **(equip)** Students will use the cluster organizer to organize the different methods for solving quadratics clustered around the definition of a quadratic equation. Students will become experts in one of the techniques, and then come back to explain it to their group **(explore).** Students will work with their group to create a Prezi presentation that shows different methods for solving quadratic equations **(experience).**
 * (R)** 5.4 Students will use a one-minute-paper to compare the differences between completing the square, difference of squares, and factoring **(rethink).** Students will learn from a variety of sources, and will have opportunity to correct their methods after learning from their peers **(revise).** Students will take their best examples of solving equations in the different methods and put them in the prezi **(refine).**
 * (E)** 5.5 The teacher will check periodically for understanding by asking students to rate their understanding on a scale of 1-5. Students will write one method they feel confident with and one method that is still confusing on an exit ticket **(evaluate).**
 * (T)** 5.6 Verbal: Students will verbally explain their Prezi presentation and explain how they solved equations.
 * (O)** 5.7 Students will be able to solve quadratic equations using multiple methods **(apply)**. Product: Prezi. Days: 3. **(organize)** ||

Visual: Students will express their thought processes visually through the Inspiration software. Logical: Students will explain the logic behind why their method works for them. Interpersonal: Students will come up with questions about the material in groups, and then work in groups to help solve other peoples’ questions. Intrapersonal: Students will work individually to develop a personalized method for solving quadratics that works for them. Musical: The quadratic formula song set to music will help students remember the formula even though it is complex.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 6.1 Students will understand that different methods should be used to solve quadratic equations in one variable, depending on the initial form of the equation. **(where)**. Formulas can be tedious, but they help us find a way out when there is no other way, like calling emergency services because you can’t find someone to take you to the emergency room. **(why)** Students will be able to reflect on how they choose the best method for solving quadratics. **(what).**
 * (H)** 6.2 Quadratic equation song to the tune of pop goes the weasel. Extra credit to any student who wants to write a more current version.
 * (E)** 6.3 Students will know the quadratic formula and methods for solving quadratic equations. **(equip)**. Students will use the Think-Pair-Share technique to compare their process with a partners’. They will then share similarities and differences with the class. **(explore).** Students will create an inspiration outline of how they personally decide how to solve a quadratic equation. They will include which methods they start with, and why. **(experience)**.
 * (R)** 6.4 Students will use their previous work to create their inspiration organizer **(rethink)**. Students will have an opportunity to revise their organizer after meeting with a partner **(revise).** Students will check their organizers against class-generated formulas for solving quadratics to make sure their methods are complete **(refine).**
 * (E)** 6.5 After the introduction of the quadratic equation, groups will have a few minutes to come up with questions they have and write them on the board. Each group will then take over a question and come up with an answer. Students will share the differences in their organizers with the class, and the teacher will ask for a show of hands: how many did it this way versus that way? **(evaluate).**
 * (T)** 6.6 Verbal: Students will use words to describe why they chose to organize the methods the way they did.
 * (O)** 6.7 Students will be able to reflect on how to determine the best method for solving quadratic equations. **(self-knowledge)**. Product: Inspiration outline/web. Days: 2. **(organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe