L2+Reynolds,+Allison

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **

__** Topic: **__ Understanding when and where linear functions can be used in the real world.
 * __ Teacher’s Name __**** : ** Allison Reynolds **__Lesson #:__** 2 **__Facet:__** Interpret
 * __ Grade Level __**** : High School ** **__Numbers of Days:__** 2


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** linear equations can be found in the outside world.


 * Student will know ** linear equations, rates, constant rates, y=mx+b, standard form, how to identify.


 * Student will be able to do ** evaluate linear equations and judge when to use them.


 * Product: ** Instructable


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Common Core State Standards Content Area: Functions Grade level: High School Domain: Linear, Quadratic, and Exponential Models Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: 1: Distinguish between situations that can be modeled with linear functions and with exponential functions.


 * Rationale: ** Students will be writing the instructions on how to solve and use linear equations. This will show that they are able to see when to use linear functions in the real world rather than other types of functions.


 * __ Assessments __**

Students will be given a step by step graphic organizer during the instruction so they can create notes and examples for explaining how to solve linear equations and when to use them. During instruction, I will use the muddy windshield method of checking for understanding. This implies that they can either write down on a piece of paper or raise their hand when I ask what part of the lesson is making their windshield unclear.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self assess with the rubrics handed to them at the beginning of the project. Students will also receive feedback from peers with pair share method. This way, students can see what other people their own age who would use the Instructable think about the clarity and accuracy of the information. Students will then submit the Instructable and I will give feed back with an interview with the group or individual on the assignment. This way, I can have a conversation with the team that created and see what the thinking process was for this product.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create an instruction guide to evaluate equations and post it online. This online guide is called an Instructable. The instruction guide will display the step by step process of solving equations in terms that most people would be able to understand. Students can use visuals, text, song, or any media aspect in order to make the instructions relatable and interesting. The students can work in groups or individually in order to create a guide that will be posted online.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** The technology that they students will be using is Instructable. This technology is a Type II technology because not only does it work step by step, but songs, videos, examples, and pictures can be integrated into the guide for different learning styles.


 * Content Areas: **

Science: The rates of linear equations can be related to scientific examples that are related to the real world. These examples will help the instructions be more accessible. History: Students can use examples of how fast the armies could go across the country when walking in older wars compared with tanks and planes now. Art/Design: Students can be creative in how they present this information on the web.

I will give students the step-by-step graphic organizer and have them go to the same groups as from Lesson 1. The organizer is used for describing how to explain each step of solving a linear equation with words, pictures, or anything that will help. Each group will get a part of the step-by-step process to deliberate on and write an instruction step for it. Then, the students will go to new groups, each with a part of the puzzle, and use the jigsaw method to create a new, and in their own words, step by step instruction.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be working in the same groups as an earlier lesson in order to complete the jigsaw task during class. When working on the projects, students can work in groups chosen by themselves of 2-3. Students will also be working with each other for the peer editing portion of the lesson.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

**Naturalist** Students can use example from nature to show linear relationships in the real world.
 * Verbal Linguistic ** Students will be writing the steps for solving the method in their own words.
 * Logical/Mathematical ** The method for writing the steps is in a step-by-step fashion that describes the method logically.
 * Visual/Spatial ** Students can use pictures to show the steps or create a visual representation of the step by step method to add to the Instructable.
 * Musical Rhythmic ** Students can have the option of creating a song that would sing the steps to solving if they wanted to post it along with the Instructable.
 * Intrapersonal ** Students will get the information from the group as well as create the instructions in a group form
 * Interpersonal ** Students can work alone on the project with the information from the group work.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Students who will be missing my class that day will be required to notify me as soon as the student knows he or she knows she is missing class. The student can get the notes from a classmate as well as asking me for notes from the wikispace. Step by steps instructions on Instructables will also be posted on the wiki as well as examples Please refer to classmates or myself for any questions on expectations and process on how to use the Instructables. A rubric will be given to the students as well as posted on the wiki. The examples created and presented in the class will also be posted on the wiki as well as give back to the students so students can help each other.
 * Plan for accommodating absent students: **


 * __ Extensions __**

The technology that they students will be using is Instructable. This technology is a Type II technology because not only does it work step by step, but songs, videos, examples, and pictures can be integrated into the guide for different learning styles.
 * Type II technology: **


 * Gifted Students: ** For students who want or need a challenge, students can create a music video of the explanation to embed in the Instructables as well.

__**Materials, Resources and Technology **__
 * List all the items you need for the lesson. **

Textbook for homework problems whiteboard markers graphic organizers Instructables guide Instructables account Computer access for everyone Video camera for option of videotaping Voice recording device/software for optional podcast Examples for Jigsaw Jigsaw pieces for each group Rubric Copy of http://www.studygs.net/mathproblems.htm

__**Source for Lesson Plan and Research **__
 * List all URL and describe. **

www.instructables.com The product that we will be using in class. It is an online guide on how to do things.

http://www.algebralab.org/practice/practice.aspx?file=Word_LinearEquations.xml This is an interactive website that allows students to put their answers into the website to see if they got them correct. Although it only has 5 questions, it is more practice for the students.

http://www.millersville.edu/~bikenaga/basic-algebra/linear-equation-word-problems/linear-equation-word-problems.html Excellent website on how to set up and solve linear equations from a word problem. Students can read through all the different set up examples and then the step-by-step solutions given.

http://www.regentsprep.org/Regents/math/ALGEBRA/AE3/PracWord.htm More practice problems for students

http://www.youtube.com/watch?v=TG-4u2j2Dhw The first part of the video is about solving systems of equations, but the next part has a great word problems that will allow students to hear and watch someone walk through the example.

http://www.algebra.com/algebra/homework/word/ A written text about how to solve word problems. It is step by step and shows the logical thinking behind how to get the meat from a word problem.

http://www.studygs.net/mathproblems.htm Awesome website for reading a word problem and finding the good stuff. It has key words and phrases for certain operations so students can practice what to look for in examples

http://www.mathworksheetsgo.com/downloads/algebra/linear-equation/linear-equation-word-problems-worksheet.pdf Practice problems for me to work on with the students in class. These could also be the ones that students use in their jigsaw parts.

http://worksheets.tutorvista.com/linear-equation-word-problems-worksheet.html Multiple choice website that allows students who may be struggling help with narrowing down what they could be doing wrong.

http://www.instructables.com/id/How-to-Create-a-Guide/step1/Click-links-to-make-a-guide/ An Instructable on how to make an Instructable.


 * __ PART II: __**


 * __Teaching and Learning Sequence __ (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1 (80 minutes) Homework: A worksheet of word problems for practice. Start working on Instructables for class.
 * Show good example of how to explain a word problem. Show bad example of how to explain a word problem. (5 minutes)
 * Discuss what you need in order to work with a word problem (7 minutes)
 * Go into example word problems and content notes (15 minutes)
 * Break into groups and read over instructions at tables (3 minutes)
 * Work on the problem at table and discuss answers with team mates (10 minutes)
 * Have students meet with jigsaw teams and discuss each part of the problem (15 minutes)
 * Finish the problem (if needed) in group. The class will go over the entire problem together (7 minutes)
 * Go over Product for class. Give them Rubric and guide and allow to break into groups (3 minutes)
 * Have teams and students discuss and plan for Instructables for class tomorrow (12 minutes)
 * Last minute thoughts or questions on word problems (3 minutes)

Day 2 (80 minutes) Homework: Finish Instructable and have it posted for next class.
 * Ask students if they have any concerns over Instructables last night (3 minutes)
 * Have students start working on the Instructable for product (35 minutes)
 * Move desks around to form small circle inside of a bigger circle and explain the peer editing process (5 minutes)
 * Students will then workshop what they have with peers (30 minutes)
 * Students will end class with going over one problem from the homework for understanding (4 minutes)
 * Last minutes questions for concerns for class (3 minutes)

Classroom setup: The desks and chairs will be grouped into teams for the Jigsaw puzzle. When students are working on their assignment for the Instructable, the desks and chairs can be moved in any way so students can work together efficiently. Second day: Students will start in group


 * Student will understand that ** linear equations can be found in the outside world. // Distinguish between situations that can be modeled with linear functions and with exponential functions. //Now that we have seen how linear functions are all around us and worked with the structure of linear equations, the next step is to work with word problems. These word problems will reflect real life situations that students may have to solve later on. The hook for this lesson is a discussion on good and bad ways to explain the process of solving and using word problems. Students will look at two examples and then discuss what each has that makes it a good or bad examples. Then students may discuss during this what would make a perfect way to explain and work with word problems. While the discussion is happening, I will be listening to comments while taking attendance. One student will either be volunteered or picked to write the list of good things and bad things on the board while I take attendance.
 * Where, Why, What, Hook Tailors: ** Verbal, Logical, Intrapersonal

Students will know (See Content Notes). The students will be given a step-by-step flow chart in order to organize the method of solving linear equations. Students will be presented with some example problems and will see how to solve the word problem. I will walk through with them the example of Phoebe spends 2 hours training for an upcoming race. She runs full speed at 8 miles per hour for the race distance; then she walks back to her starting point at 2 miles per hour. How long does she spend walking? How long does she spend running? Let's first start with defining our variables. Let x be the time she spent running. Since we know that she spent 2 hours over all, then whatever left over time she was not running she was walking. So, let the time she was walking be 2-x. We know that distance = rate * time. We know that she runs 8 miles per hour, so for her running the race distance, it is 8x. We know that she walked back to the start at 2 miles per hour, so her walking rate would be 2(2-x). Since she ran the length of the race distance, and walked back the same race distance, the distances are the same. If they are the same we can set these two equations equal to each other. So, 8x=2(2-x). That means that 8x=4-2x. 10x=4. x=.4. She spent .4 of the 2 hours, or 48 minutes running. So, we know that 2 hours is equal to 120 minutes. 120-48 is equal to 72 minute walking. I will then check up on them to see if there are any places where there may be a muddy windshield. If there is no mud on any windshields, we will continue to the jigsaw part of the lesson.
 * Equip, Explore, Rethink, Tailors: ** Verbal, Logical, Visual, Interpersonal

**Explore, Experience, Rethink, Revise, Refine, Tailors:** Logical, Verbal, Naturalist, Musical, Interpersonal, Intrapersonal
 * Student will be able to do ** evaluate linear equations and judge when to use them. Students will be using Instructables and will be able to practice a bit in class. They will have the option of choosing their own groups but will be responsible for documenting who did what in the group. They will do this and check for completion and self-assessment with the rubric that will be handed out them in class. After the students have finished the example problem with Phoebe, they will break into the same group that they were in for the group assignment in the lesson before. These students will each pick a number, 1, 2, 3, 4 within their own groups. Then, the groups will work with each portion of the jigsaw puzzle that is give to them. The students will solve their portion of the jigsaw. I will be taking attendance at this time. I will also be walking around answering any questions students might have. When each group is done, students with the number 1 will join together, 2, and so on until new groups are formed. Each member will present their information to the group in order to complete the entire work problem together. There will be one last task, that is to find the distance, that will need to be done as a group. The group will work together to finish all of the tasks and check each other's work. When the groups have collaborated, we will quickly walk through the word problem so that everyone has the correct answer. At this point, students will go back to their own desks and I will introduce Instructables. I will show students the [|tutorial] on how to make an Instructable. Students can look over the website while I pass out the rubric for the class. We will quickly discuss the rubric so students know what they need have done for the product. At this time, students can break into groups of 2-3, or alone, at their own choice. I will explain that I have the right to move groups around if work is not getting done. Students will be responsible for documenting who does what within the group and proving it to me later on. The students will use this time to discuss what problem they want to do, find it, and start working on how to explain it. The class will end with students asking any last minute questions before the next day. The next day, students will walk in and take their seats. Students will have a few minutes in the beginning of the lesson to ask any questions about the product, Instructables, or even the word problems from the day before. Students will then work on the Instructables as groups or alone during the class. I will be taking attendance for the first portion of that work time, then walking around looking over ideas and plans. I will check in with groups for the muddy windshield again and let groups work. After students have been working on the project for 35 minutes, and there is a good portion of it done, students will break into peer editing. Students will rearrange the desks into the two circle formations. Half of the groups will be in the inside, the other on the outside. Groups will be paired by one group being on the inside, one on the outside to peer edit. After 10 minutes together, the outside circle will shift over one group. This will repeat two more times while I walk around and listen to peer editing. I will also be timing the editing process so students know they have to be quick and accurate in their edits. Students will then break from this formation to go over one homework problem from the night before so that students are still getting the information and I can check for understanding. Finally, students will have the time at the end of class to ask any last minute questions for the product, content, or anything else.

Students will self assess their products by reflecting on the rubric given at the beginning of the lesson. Students will be responsible for each filling out their own rubric, no matter how many people are in the group, to reflect on how they did and who did what work. I will look over these while grading and give students my feedback before grading the projects. The students will have a chance to change what they need to do in order to have shown mastery in the subject. Then, after a session of feedback and resubmitting, I will grade the product again. This way, I can still give my feedback while students can see who they are doing on their own. Students will also be getting feedback from their peers who are newer to this content. This way, the peers can report and help with whether or not the explanation was accurate if everything is clear. This will help the groups figure out if their explanation is clear enough for anyone else to read and understand on the website. The homework throughout this lesson is practice so that when they create their own explanations, it is based on the information and practice they have had. The students will then feel more comfortable with the material and wil be able to explain the steps more efficiently. The next set of homework would be to start working on the product so when they come into class they have an idea of where they are going. This builds the idea of being able to interpret and understand the material. The homework is for practicing and mastering while the product shows that they have mastered and understand the material.
 * Evaluate, Tailors:** Verbal, Visual, Intrapersonal

__**Content Notes **__ Students will know linear equations, rates, constant rates, y=mx+b, standard form, how to identify.

Equation: Students may have a general idea of what an equation is. An equation is a statement that shows, mathematically, that two things are equal. For instance, the statement 10=7+3 is an equation. It is important that they know that both sides of the equation are the same thing, just written in different terms. If students are confused with that concept, try using time. 1 hour = 60 minutes. Both sides may look different, but they are indeed equal. This leads to linear equations.

Linear equations are equations (so each side is equal) with a variable (a letter or symbol representing an unknown) to the power of 1. This is very important. The x can only be raised to the power of one. X2 is not a linear equation because it has an exponent that is not equal to one. 10=7+x is a linear equation. Y=x+7 is also a linear equation that deals more with graphing or finding unknowns. So, when graphed, this type of equation is a straight line. That means that it goes over equal intervals. This is called the slope.

Slope is the idea that of how steep the line is going down a graph. It is the m in the equation of you line

Slop intercept: The slope intercept is where the line hits the y-axis. It is the b in the equation.

Another form of a linear line that students may see is called standard form. Standard form is just a new way of writing the y=mx+b form of a line. These two could be an equation! The formula for standard form is Ax+By=C. This can be transformed into y=mx+b just by rearranging the variables so that instead of y being alone, the constant is alone. Students will be working with y=mx+b for a majority of the time, but students should be able to recognize and transform standard form.

This section is focusing on the word problem relating to linear equations. This section is focusing on the tools that will help with figuring out what to use with the linear equations. This is based off of reading the problem and figuring out the equations that are embedded in the problem. The website: http://www.studygs.net/mathproblems.htm is a handout for understanding the wording in problems. This is a great key in order to understand a problem. Let's look at an example problem.

Kim and Cyndi are starting a business tutoring students in math. They rent an office for $400 per month and charge $40 per hour per student. If they have 15 students each for one hour per week how much profit do they make together in a month? (assume 4 weeks per month). So, let's start with each sentence. Kim and Cyndi are starting a business. That doesn't help us with anything, so that can be removed. They rent an office for $400 per month and charge $40 per hour per student. So, we know that -400 is taken every month. 40x is the amount per hour per student where x is the number of students. Since they each have 15 students for one hour each week, we know that it is 40(30) per week. So, if we wanted to set up the equations, it would be 4*40x-400. This is because it is 40x per student per week, and we know that there are 15 students per week. Then we multiply the number by 4 because there are 4 weeks per month. Finally, we need to subtract the 400 dollars for renting the office space. So, the final answer is 4*40(30)-400 which is 4,400. That is not a bad profit at all!

Students will be using this next problem for the jigsaw portion of the class. Glenna wants to rent a car for a trip to Key West for one week. She calls two car rental companies to get prices. Mr. Kotter’s Rentals rents a Cadillac Escalade for $99 for one week plus $0.11 per mile over 100 miles. Barbarino’s Rentals has the same vehicle for $75 per week and $0.15 per mile over 150 miles. If it is 432 miles to Key West, which company has the better deal? How many miles would Glenna drive before she would be spending the same amount at either company?

<span style="background-color: #ffffff; color: #454545; font-family: verdana,arial,sans;">The first group will be in charge of figuring out the key information that is important to the class. They will need to explain why those are the key terms in the word problem. The second group will be taking care of setting up the first equation. They will need to be able to explain which parts of the problem were used and then explain how they got the equation. The third group will do the same for the second equation, the second car company. Each of these groups will solve for the answer. The new jigsaw group will decide which one she should have gone with. Finally, the last group will be in charge of setting up the last part of the problem. This entails realizing that they two need to equal each other, and this setting up the equation. Then, the new group will solve that new equation together and will find when the two answers meet.

<span style="background-color: #ffffff; color: #454545; font-family: verdana,arial,sans;">They will report out and we will briefly go over the answers and see which new jigsaw puzzle got it right. Hopefully, all of them did! Students will then have a work sheet to do that will give them more practice before creating the Instructable on how to read and work a word problem.

__**<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Handouts **__ // List the items that need to be printed out for the lesson. // Jigsaw pieces for activity graphic organizer Instructables guide Rubric homework assignment


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //** The idea of this lesson is that students will explain how to solve and use linear equations step-by-step with their instructions. Students who are clipboards will thrive in this lesson because it fits how they learn. The rubric will also give them an idea of what I am looking for before instruction so that they feel they have all the requirements met.


 * // Microscope: //** In the Instructables that they students will be creating, students will be using real life examples to show how these linear equations would work in the real world. Students will be dissecting these examples in order to see if they actually work in the situation. They will be able to see how these work in the real world and then explain it to others who may be a microscope learner as well.


 * // Puppy: //** Puppy students in my class will work well because of the instructional portion of the lesson. Students will be working together in a jigsaw manner that will show a collaboration and teamwork of the peers. The puppies will feel comfortable working with these students as well as learning new information for the group. Students will also be checking in with peers throughout the lesson for support and help overall.


 * // Beach Ball: //** Students who are beach balls will be able to work with a variety of ideas to create this Instructable. Students can create a song, music video, example video, or poem for their Instructable. Students will feel that they have a freedom with how to create this guide to share to others.


 * // Rationale: //** Students will be able to experience a variety of learning styles by working in this collaborative setting together. Students and the teacher will be able to see how the other students need information presented or how comfortable they need to feel. By using these learning styles, students can also see how they may need some flexibility in their own learning styles to learn with fun and confidence.


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //** The formative assessment in the lesson is found in the instructional part of the lesson. Students will have graphic organizers that I can walk around and check in order for understanding. Students will also be checking in with me throughout the lesson using the muddy windshield method of learning. When I ask, they can tell me what parts we have gone over that make their windshield muddy.


 * // Summative: //** At the end of the lesson, students will have created an Instructable that demonstrates how well they know linear equations. This will show that they were able to take an example, explain step by step how they solved it, and put it into text, video, song, sound, in order to explain it someone else.


 * // Rationale: //** This lesson avoids the idea of just pen and pencil assessments for learning. It shows that students can learn without taking a test. Students can tell me where they are lost and confused with the formative assessment portion. Students will also prove how well they know the material with the summative assessment. The assessment in this lesson shows that students can move on to more complex ideas because they have a great grasp of linear equations.


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //** Please See Content Notes


 * // MLR or CCSS: //**

Common Core State Standards

Content Area: Functions

Grade level: High School

Domain: Linear, Quadratic, and Exponential Models

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems.

Standard: 1: Distinguish between situations that can be modeled with linear functions and with exponential functions.


 * // Facet: //** (Interpret)- This lesson is focused on how students can interpret the use of linear equations and then explain this use and method to solving with others. Students will be creating the explanation in this lesson.


 * // Rationale: //** The use of linear equations can be found everyday in the classroom and in the outside world. Students will need to be able to understand when and where to use this equation to solve problems. By having them explain how to solve and use linear equations, students are using their own words, ideas, and examples to connect the information. This lesson is focused on mastering the idea of linear equations.


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**


 * Verbal Linguistic ** Students will be writing the steps for solving the method in their own words.


 * Logical/Mathematical ** The method for writing the steps is in a step-by-step fashion that describes the method logically.


 * Visual/Spatial ** Students can use pictures to show the steps or create a visual representation of the step by step method to add to the Instructable.


 * Musical Rhythmic ** Students can have the option of creating a song that would sing the steps to solving if they wanted to post it along with the Instructable.


 * Intrapersonal ** Students will get the information from the group as well as create the instructions in a group form


 * Interpersonal ** Students can work alone on the project with the information from the group work.

The technology that they students will be using is Instructable. This technology is a Type II technology because not only does it work step by step, but songs, videos, examples, and pictures can be integrated into the guide for different learning styles.
 * // Type II Technology: //**


 * // Rationale: //** This lesson is designed to meet a variety of learners and students. The lesson was created with the intelligences in mind as well as the need to have a new and strengthening technology in the classroom. The students will be able to grow their intelligences as well as recognize others in the process. They will also be able to use new technology in order to see how this lesson can be brought to life.

NETS STANDARDS FOR TEACHERS a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:**// Students in this lesson will be working with real world examples and problems that use linear structure and methods to solve. Students will be using Instructables in order to work with these real world problems and be able to explain how to solve them. Students will also being using this Type II technology in order to revise their thinking of how to solve. Since the students will have to, in writing, song, dance, etc., explain how to set up and solve linear equations, they will have to rethink, plan, and be clear in how they think about linear equations.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * //Rationale://** Students in this lesson will be given time in class in order to practice and work with the Instructables website. They will have the opportunity to design their own instruction guide that is appealing and interesting to them and the rest of the class. Students will be working with others, myself, and a rubric that will help them assess their project for the best results. Students will have the chance to self-assess with the rubric before handing it in. Students will have the opportunity to add any sort of learning tool they think will help the Instructable, whether it be a video, a picture, a song to memorize steps with, etc. Finally, students will be working with a strong variety of feedback, from me, the class, and themselves. ||  ||   ||
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