S3+Blackman,+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]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (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= Verbal-Lingustic- Students will verbally explain in their presentation what an expression is and how to use it. Logical/Mathematical- Students will logically show the steps of how to use equations. Visual/Spatial- Students will design their wiki how ever they want to. Bodily/Kinesthetic- Students can incorporate a skit into the wiki. Musical/Rhythmic- Students can incorporate a rap/song/poem/into to their wiki. Intrapersonal- Students will reflect on their own with a checklist. Interpersonal- Students will discuss with one another during the think-pair-share exercise about what an expression is. Naturalist- Students can incorporate plants or animals into their wiki.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that expressions can be manipulated. **(Where)** It can save you money. **(Why)** //Use properties of operations to generate equivalent expressions.// **(What)**
 * (H)** 1.2 Set up room like a store, and have cans and juice containers and other products of different sizes. The students need to decide which sizes and products give you the most for your money. **(Hook)**
 * (E)** 1.3 Students will know definitions: expressions, like terms and sequences: order of operations. **(Equip)** Step-by-step chart where students write out each step of the order of operations and a description of the step. **(Explore)** Students will think-pair-share, where they think on their own, meet with a partner, and then share with the class. **(Experience)**
 * (R)** 1.4 Students use a thumbs up thumbs down system to show understanding. **(Rethink)** Students will self-assess using a checklist. **(Revise/refine)**
 * (E)**1.5 Formative Assessment- Pre-Assessment: KWL chart, Checking for Understanding: thumbs up/thumbs down, Timely Feedback: Self checklist. **(Evaluate)**
 * (T)** 1.6

=Lesson 2=
 * (O)**1.7 Students will be able to describe what an expression is and how to use it. **(Explain)** Product-Wiki, two days. **(Organize)** ||

//Use properties of operations to generate equivalent expressions.// **(What)** Verbal-Lingustic- Students will be explaining the properties, and working in partners. Logical/Mathematical- Students have to problem solve how to explain their property without saying what property they are. Visual/Spatial- Students will have to visualize the property and give it a persona. Bodily/Kinesthetic- Students will be doing a skit. Musical/Rhythmic- Students can include music into the intro or transitions. Intrapersonal- Students will use a self checklist. Interpersonal- Students will be working in pairs Naturalist- Students can include a plant or animal in the movie. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that operations have several properties and what they are. **(Where)** You will use these operations in all of your math classes. **(Why)**
 * (H)**2.2 Commutative property video http://www.youtube.com/watch?v=rXXrzaDaETI
 * (E)** 2.3 Students will know: definitions of property, and operations. **(Equip)** Students will create a story board or script for their iMovie. **(Explore)** Students will be working in pairs and will brainstorm together. **(Experience)**
 * (R)**2.4 ABC summaries where each student has a letter and they have to pick and explain a word that starts with their letter. **(Rethink)** Students will self assess with a checklist and change/add anything that is missing. **(Revise/refine)**
 * (E)** 2.5 Checking for understanding: ABC summaries, timely feedback: students will be evaluated by a rubric. **(Evaluate)**
 * (T)** 2.6
 * (O)** 2.7 Students will be able to recognize properties. **(Self-knowledge)** Product-iMovie, three days. **(Organize)** ||

Verbal-Lingustic- Students will have to write clearly on the wiki, and responses will have to be clear. Logical/Mathematical- Students will use mathematical thinking when generating equivalent expressions. Visual/Spatial- Students may upload pictures to emphasize their equation (within reason). Musical/Rhythmic- Students with this kind of intelligence likes to find patterns, and they will find patterns in the equations. Intrapersonal- Students will work alone when generating equivalent expressions. Interpersonal- Students will discuss with each other afterwards. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that there are different ways to write the same problem. **(Where**) Knowing how and when to implement this will make your life easier. **(Why)** //Use properties of operations to generate equivalent expressions.// **(What)**
 * (H)**3.2 Present the class with a series of problems that can be looked at and re-worded in different ways that make the situation better in a funny skit.
 * (E)**3.3 Students will know definitions: expression, like terms, equivalent and sequences: order of operations. **(Equip)** Students will use an idea wheel to generate examples of the different ways to make equivalent equations. **(Explore**) Students will have the chance to discuss answers after the blogs are finished. **(Experience)**
 * (R)** 3.4 Students will check each others answers and we will discuss why their answers do or do not work. Students can then add more or change theirs. **(Rethink/revise/refine)**
 * (E)** 3.5 Checking for understand: Observations while students work on blog, timely feedback: Students will check each others work with my help and then group discussion afterwards. **(Evaluate)**
 * (T)**3.6
 * (O)** 3.7 Students will be able to imagine different ways to say the same problem. **(Empathy)** Product-Blog, one days. **(Organize)** ||

//Use properties of operations to generate equivalent expressions.// **(What)** Verbal-Lingustic- Students will write out the information on the glogster. Logical/Mathematical- Students will have to use mathematical thinking to compare the properties. Visual/Spatial- Students will have to make the glogster visually pleasing. Musical/Rhythmic- Students can include music clips or create a rap on the glogster. Interpersonal- Students will work together on the project. Naturalist- Students can compare the properties to properties in nature. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that operations have several properties. **(Where)** You compare and contrast all through your life to better understand what you're looking at. **(Why)**
 * (H)** 4.2 Pass out food and drink but make the proportions at each table way different. When the students start to complain, I will explain that what they are doing is comparing and contrasting. **(Hook)**
 * (E)** 4.3 Students will know Definitions of commutative, distributive, associative. **(Equip)** Students will use a compare and contrast organizer. **(Explore)**Students will work together to collaborate a glogster. **(Experience)**
 * (R)** 4.4 I will check the components of the glogster with a checklist, and allow the class to go back and fix anything that needs fixing. **(Rethink/revise/refine)**
 * (E)** 4.**5** Checking for understanding: 1,2,3,4,5 on how they are feeling, timely feedback: Group checklist. **(Evaluate)**
 * (T)**4.6
 * (O)** 4.7 Students will be able to compare and contrast properties. **(Perspective)** Product- Glogster, three days. **(Organize)** ||

Verbal-Lingustic- Students will write in their comic, and will have the chance to explain their thought process with partners. Logical/Mathematical- Students will use mathematical skills when evaluating the expressions. Visual/Spatial- Students will use their spatial skills when designing the comic life. Musical/Rhythmic- Students can incorporate music/melodies or poetry in the comic life. Intrapersonal- Students will be working alone, and will develop the final product on their own. Interpersonal- Students will have the opportunity to brainstorm with one another. Naturalist- Students may include their pets or plants into their comic life anyway that is fitting. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that there are different ways to write the same problem. **(Where)** Understanding this will help you solve future problems in other classes and in life. **(Why)** //Use properties of operations to generate equivalent expressions.// **(What)**
 * (H)**5.2 Game online where you match like terms and race against the clock. Students compete against themselves before and after the lesson to see if they can get a higher score. http://themathgames.com/our-games/like-terms-games/combine-like-terms-game **(Hook)**
 * (E)** 5.3 Students will know definitions: expression, like terms, equivalent and sequences: order of operations. **(Equip)** Students will use a fact and opinion chart to write why they think two expressions are equal and then what proves that they are. **(Explore)** Team-pair-solo where students get together in teams and discuss expression and then get into pairs and further discuss expressions and ideas for the comic life and then students go off and continue thinking on their own. **(Experience)**
 * (R)** 5.4 Misconception check where I ask students a common misconceptions and they agree or disagree with it. **(Rethink)** Students will get in pairs and use a checklist to check their partners comic life. **(Revise/refine)**
 * (E)** 5.5 Checking for understanding: Misconception check, timely feedback: students will be evaluated by a checklist. **(Evaluate)**
 * (T)**5.6
 * (O)** 5.7 Students will be able to evaluate equivalent expressions and make sense of why they're equal. **(Interpretation)** Product-Comic Life, two days. **(Organize)** ||

//Use properties of operations to generate equivalent expressions.// **(What)** Verbal-Lingustic- Students will have to explain their answers. Logical/Mathematical- Students will use mathematics when solving the equations. Visual/Spatial- The quiz will be interactive and have visual and spatial aspects to the questions. Bodily/Kinesthetic- Some questions will require the students to move and use their bodies. Intrapersonal- Students will work on their own. Naturalist- I will include questions about nature.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that expressions can be manipulated. **(Where)** It is the building block to all other math, and math is in everything. **(Why)**
 * (H)** 6.2 Help them work through a really tough problem they have never seen before using the rules they have learned, and make them feel like they can do anything. **(Hook)**
 * (E)** 6.3 Students will know definitions: operations, properties, equivalent, equation, expression. **(Equip)** Students will study from their previous notes of equations and properties. **(Explore)** Students will study/test with each other. **(Experience)**
 * (R)** 6.4 I will grade the test and have feedback online, so the students can see it immediately and we will discuss what went wrong. **(Rethink/revise/refine)**
 * (E)** 6.5 Checking for understanding: test, timely feedback: graded and feedback posted online. **(Evaluate)**
 * (T)**6.6
 * (O)** 6.7 Students will be able to preform operations on expressions using the properties. **(Application)** Product- google docs. interactive test, one day. **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe