S3+Hale,+Jordan

=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 ...(**Facet**), Product: Type II Technology, Number of Days **(Organize)**:

[|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 linear equations and inequalities with one variable and a coefficient represented by letters can be solved for one variable. **(Where)** //Solve equations and inequalities with one variable//.**(What)** Architects have to use linear equations every day when building things. **(Why)**
 * (H)** 1.2 If you could design any house, what are some ideas that you have? **(Hook)**
 * (E)**1.3Students will know vitiable, coefficient, factoring, solving linear equations.**(Equip)** Using a step-by step graphic organizing chart, students will write steps to solve equations for certain equations then get together in partners for a three-minute review session about their equations, then present their steps to the class.**(Explore)** Students start alone to write out the steps of solving certain equations, then they get in groups to go over the different steps and teach other students how to use their solving method. **(Experience)**
 * (R)**1.4 Students will use Thumbs-Up to show clarity periodically throughout the lesson. (**Rethink),** Self-Assessment using Checklist, feedback by students verbally via a checklist**(Rethink/Revise),** and feedback by teacher on the students content in their presentation. (**Revise**/**Refine**),
 * (E)**1.5 Formative Assessment - **Pre-Assessment:** Final test of the unit, **Checking for Understanding**: Hands-Up and **Timely Feedback:** Self, Peer, Teacher: Checklist **(Evaluate**)
 * (T)** 1.6 **(Tailor)**

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** Verbal: **Students will write out steps to solve a quadratic equations. In partners, students then will read instructions to each other to solve equations. =====

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** Visual: **Students will create a graphic organizer on Inspiration showing the different steps of solving equations. =====

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** Interpersonal: **Students will have cards with a step of an equation on it. Students have to stand in order of solving the equatio =====

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** Kinesthetic: **Students will demonstrate physically how when solving equations, you need to equal both sides out. Students will start on either end of the room and have to move to the other side to balance certain equations. =====

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** Naturalist: **Students will go outside and find linear lines in relation to trees heights to graph and solve. =====

=Lesson 2=
 * (O)**1.7 Students will be able to demonstrate how linear and quadratic inequalities/equations with one variable can be solved.**(Explain)** Graphic/Presentation. Google SketchUp. **(Product)** 4 Days. **(Organize)** ||

Students will uses bubble graphic organizer to organize the word problems and then we will use think-pair-share method to answer student questions. **(Explore)** Students work together in pairs to solve a word problem using the bubble graphic organizer. The students then reconvene their attention to the teacher at the front of the board to share ideas. **(Experience)** =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that linear equations and inequalities with one variable and a coefficient represented by letters can be solved for one variable. **(Where)** //Solve equations and inequalities with one variable//.**(What)** If you had to build a house, where would you start? **(Why)**
 * (H)** 2.2 You're Getting Paid to be here. **(Hook)**
 * (E)**2.3 Students will know...variable, coefficient, factoring, solving, graph quadratic/linear equation. **(Equip)**
 * (R)**2.4 (**Rethink),** Self-Assessment using a checklist, feedback by students using a checklist **(Rethink/Revise),** and feedback by teacher via rubric on their ComicLife (**Revise**/**Refine**),
 * (E)**2.5 Formative Assessment - **Checking for Understanding**: Think-Pair-Share **Timely Feedback:** Peer: Checklist **(Evaluate**)
 * (T)** 2.6
 * Verbal:** Students will write out in English what steps they are doing to solve an equation.
 * Logical:** Students wil be in groups grouping together different equations as liner or not and is it a quadratic.
 * Visual:** Students will coller-code their variables or use symbols and present solving equations using colors or symbols.
 * Natural:**Students, in groups, will analyze different farm food costs per year for their animals.
 * Music:** Students will create different acronyms for remembering the steps to solve linear equations for one variable.
 * Kinesthetic:** Students will become the parts of the equation to solve.
 * Interpersonal:** Students will do a partner-quiz/worksheet (non-graded) and you can only write down the final answer.
 * Intrapersonal:** Students will, using examples from past quizzes and tests, correct a worksheet filled with incorrect answers.
 * (O)**2.7 Students will be able to produce quadratic/linear inequalities/equations from word problems and know how to solve. **(Application)** Comic Life. **(Product)** 3 days. **(Organize)** ||

//Solve equations and inequalities with one variable//.**(What)** Surfers ride waves every day. The equation of a wave is in the form of completing the square. **(Why)** =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that the method of completing the square will transform any quadratic equation in the form (x-p)^2=q. **(Where)**
 * (H)** 3.2 Half-pipe do demonstrate parabola. **(Hook)**
 * (E)** 3.3 Students will know...completing the square, solving, factoring, integer, variable, exponent, degree, graph. **(Equip****)** Students will use numbered heads to work through their ideas and then present a Comic life presentation of how to complete the square. **(Explore)** Groups of 4 will follow the comic life rules to solve equations. **(Experience)**
 * (R)**3.4 Fill in your thoughts (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)**3.5 Formative Assessment **Checking for Understanding**: Round Robin and **Timely Feedback:** Peer, Teacher: Rubric **(Evaluate**)
 * (T)** 3.6
 * Verbal:** Students will tell another student how to complete the square, while the other student does only what their partners tell them.
 * Logical:** Students will create a puzzle of steps to completing the square. Then another student will try and put the puzzle back together.
 * Visual:** Students will create a map showing the steps to completing the square.
 * Natural:** Students will find the equation and graph half of a horse/dog race track.
 * Music:** Students will perform a skit about transforming a quadratic function into the form (x-p)^2=q.
 * Kinesthetic:** Students will construct a graph using the desks in the room.
 * Interpersonal:** Students will, in groups, work through word problems.
 * Intrapersonal:** Students will watch a lesson online and do corresponding activities.
 * (O)**3.7 Students will be able to illustrate how to complete the square. **(Interpretation)** Poster. Prezi **(Product)** 2 days **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that the method of completing the square will transform any quadratic equation in the form (x-p)^2=q. **(Where)** //Solve equations and inequalities with one variable//.**(What)** Every wave has a curve and an equation. **(Why)**
 * (H)** 4.2 Students will build parabolas and then intersect them together to build a pyramid . **(Hook)**
 * (E)** 4.3 Students will know...completing the square, solving, factoring, integer, variable, exponent, degree, graph, solve. **(Equip)** Students will get in pairs after working solo, then get into a team to discuss their ideas. **(Explore)** Working on a worksheet, students will be in groups working on a certain section of the worksheet. When groups are done, they will present their problems on the board and help teach the other students. **(Experience)**
 * (R)**4.4 Slap It (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)**4.5 Formative Assessment - **Checking for Understanding**:Team, Pair, Solo and **Timely Feedback:**Teacher:Check List **(Evaluate**)
 * (T)** 4.6
 * Verbal:** Students will, in groups, come up with a story to tell about completing the square.
 * Logical:** Students will graph equations to prove their answers.
 * Visual:** Students will complete squares on the whiteboard in teams.
 * Natural:** Students will classify equations from perfect squares and non-perfect squares.
 * Music:** Students will come up with their own acronym for FOIL.
 * Kinesthetic:** Students will construct a 3D model of a parabola and use it to solve equations.
 * Interpersonal:** Students will have cards with either an answer or an equation on it and students will have to find their match.
 * Intrapersonal:** Students will find errors in equations and fix them.
 * (O)**4.7 Students will be able to analyze quadratic equations in multiple forms and be able to solve. **(Perspective)** Board Game Smartboard **(Product)** 3 days. **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that taking square roots, inspecting, completing the square, the quadratic formula and factoring are all appropriate methods for solving quadratic equations. **(Where)** //Solve equations and inequalities with one variable//.**(What)** When solving a problem, how do you go about it? What is your favorite method? **(Why)**
 * (H)** 5.2 Show one problem being solved 5 different ways via legos. **(Hook)**
 * (E)** 5.3 Students will know...quadratic formula, solving, integers, exponents, graphing, linear, square root. **(Equip)** Students will, in groups, will go over the homework and if they differ in any problems they will work together to solve them. **(Explore)** Students will create their own word problems for the class to solve. **(Experience)**
 * (R)**5.4 Fill in thoughts on bubble sheet (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)**5.5 Formative Assessment - **Checking for Understanding**: Fill In your thoughts and **Timely Feedback:**Self, Peer: Check List Teacher: Rubric **(Evaluate**)
 * (T)** 5.6
 * Verbal:** Students will describe to each other how do use each method in solving equations and why.
 * Logical:** Students will group equations from largest to smallest (while looking at slope) to categorize them from smallest to biggest while noticing trends in the equations.
 * Visual:** Students will convert their problem solving methods to a visual chart to show them how everyone can solve different problems in different ways.
 * Natural:**
 * Music:** Create a song as to why a certain method would be best for a certain problem.
 * Kinesthetic:** Students will get up and go to the corners of the room depending on which style of solving suits them best.
 * Interpersonal:** Students will have flashcards with an equation on one and a solving method on another. Students must find their match and then do the problem together.
 * Intrapersonal:** Students will have a worksheet to complete covering every method for solving equations.
 * (O)**5.7 Students will be able to recognize which solving method would be best for a given quadratic/linear equation.**(Self-Knowledge)** Room/House Design. Google SketchUp/iMovie/Glogster **(Product)** 4 days **(Organization)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that taking square roots, inspecting, completing the square, the quadratic formula and factoring are all appropriate methods for solving quadratic equations. **(Where)** //Solve equations and inequalities with one variable//.**(What)** What are some different ways that you solve problems in your daily life? **(Why)**
 * (H)** 6.2 Students are split into two teams and are asked to construct a building using toothpicks and marshmallows. **(Hook)**
 * (E)** 6.3 Students will know...square root, quadratic formula, solving, integers, exponents, graph, linear, completing the square. **(Equip)** Students will do word problems alone, then compare in groups to show the different ways to solve a problem. **(Explore)** Students will have five problems and have to solve each problem two different ways. **(Experience)**
 * (R)**6.4 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)**6.5 Formative Assessment - **Checking for Understanding**: Partners and **Timely Feedback:** Peer, Teacher: Check List**(Evaluate**)
 * (T)** 6.6
 * Verbal:** Students will discuss in groups the different ways of solving equations and then do an example on the board for the class.
 * Logical:** Students will get a puzzle of an equation and have to put the pieces back together.
 * Visual:**
 * Natural:** Students will use their choice of graphic organizer to categorize the different aspects of spotting which solving method would be best.
 * Music:**
 * Kinesthetic:** Students will, in groups, solve equations by going up to the board after solving it in the groups.
 * Interpersonal:** Student will write their number one, two and three choice of solving method, then be matched with a different method to teach each other.
 * Intrapersonal:** Students will get peer feedback on a worksheet covering all solving methods that every student has completed.
 * (O)**6.7 Students will be able to consider all methods that can be use to solve quadratic/linear equations. **(Empathy)** Presentation. Prezi/Smartboard **(Product)** 2 days **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe