S3+Sullivan,+Joseph

=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 Name)** 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= //Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could also be a line)// **(what)** It is important to be able to model information using a graph. **(why)** 1.2 Introduce the topic using a real-life example (planting a garden) and separate students into groups to formulate an idea on how to solve the sample maximization problem. **(hook)** 1.3 Students will know how to identify important conceptual areas that will provide the framework to reason with equations or inequalities. **(equip)** They will use an idea rake graphic organizer along with peer discussions to formulate and eventually understand the true formulas. **(explore)** Eventually, students will learn to recognize components of systems of equations within word problems and be able to graphically model the data, leading to the ability to reason with the information. **(experience)** 1.4 There will be a number of opportunities for students to formulate their own ideas on how to respond to posed questions, and class walk-through sample questions. **(rethink)** At the end of the introductory class, an exit ticket will be utilized to assess what students understand about the concept, allowing for teacher feedback. **(revise)** 1.5 **Formative Assessment- Pre-assessment:** KWL: Students will create a KWL that will describe what they already know about equations, inequalities, and graphing, as well as what they want to learn from the unit. **Checking for Understanding:** One Last Question assessment: Before they leave, students will complete one question as an exit ticket and additional space will be provided for students to express what they think they understand about the concept, and what they don't understand yet. Responses will not be graded, but will be analyzed and given feedback on. **(evaluate)** 1.6 **(tailor)** 1.7 Students will be able to translate inequalities or equations from statements to graphs **(Interpretation) Product:** Online Graphing Application. **Days:** 2 **​(organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 Students will understand that equations and inequalities can be solved graphically. **(where)**
 * Verbal/Linguistic:** Discussion and small group work will allow students to verbally work through the processes of finding important variables, determining goals, and setting up graphs.
 * Logical/Mathematical:** Using the graphic organizer will allow logically-inclined students to work through the process in a step-by-step method.
 * Visual/spacial:** Utilizing a graphic organizer will help visual students track the progress of their strategy.
 * Bodily/kinesthetic:** As a demonstration, students will use their bodies to create human graph models which will illustrate graphing in a kinesthetic manner.
 * Musical/rhythmic:** Music can be incorporated into the background during group work.
 * Interpersonal:** Students will be allowed to collaborate in groups to create their theories on possible solution methods, and there will be group OTR's during example walk-throughs.
 * Intrapersonal:** The pre-assessment at the beginning of the lesson will encourage students to assess their knowledge, and the "One Last Question" exit ticket will enable students to reflect on which parts of the material they are comfortable with, and which parts they would like more clarification on.
 * Naturalist:** The scenario of the sample word problem will be nature-themed.

//Graph the solutions to a linear inequality in two variables as a half-plane, and graph the solution set to a system of linear inequalities as the intersection of the corresponding half-planes.// (**what**) Graphing equations can be used to model real world situations. (**why**) 2.2 Video on graphing systems of inequalities (http://www.youtube.com/watch?v=q4vbfWjhXOg) (**hook**) 2.3 Students will know how to identify and set up systems of inequalities graphically. (**equip**) A graphic walk through will help students pick out important components of a given problem and think-pair-share will allow students to communicate their understandings to each other and allow for peer corrections. (**explore**) In pairs, students will determine answers to the class problem before separating into individual examples.(**experience**) 2.4 While students are working in groups, they will check their method with a working answer on the board, and while students are working alone, they will receive feedback from their peers on their examples. (**rethink**) Group attempts will be collected, and while working on individual work, the teacher will write feedback and address common misconceptions. (**refine**) 2.5 **Check for Understanding:** Using the binoculars approach, students will connect real-world experiences to math and maximization. (**evaluate**) The teacher will respond to student work in a timely manner and give feedback specific to the examples provided. 2.6 2.7 Students will be able to adapt graphing equations into real world practice (**Application**) **Product:** Glogster **Days:** 2 || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 2.1 Students will understand that systems of equations are everywhere in the real world . (**where**)
 * Verbal/linguistic:** Group work communicating and checking each others work will help students utilize their linguistic capabilities.
 * Logical/mathematical:** The graphic organizer will help students logically walk through the problem.
 * Visual/spatial:** The graphic organizer and picture drawn on the board will enable spatial learners to visualize the problem.
 * Musical/rhythmic:** The hook incorporates a musical approach to learning how to graph systems of inequalities.
 * Interpersonal:** Collaboration will allow students to use their interpersonal capabilities.
 * Intrapersonal:** Individual examples will allow students to recognize where they stand on different aspects the problem-solving techniques.

//Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane.// (**what**) There is a difference between equations and inequalities, and answers to systems of one or the other mean different things. (**why**) 3.2 Cereal Game- name cereals that are essentially the same but are not. 3.3 Students will know how to tell the difference between a system of equations and a system of inequalities, both in linear form and graphically. (**equip**) A virtual Venn-diagram (preferably on iPads, but would work on portable whiteboards or paper) will help students organize their thoughts and find differences and similarities between both types of systems, and students will receive peer feedback while they work. (**explore**) When answering the posed question "What are the differences and similarities between equations and inequalities" on GoogleDocs, students will respond personally, as well as to one answer given by another students in the class. (**experience**) 3.4 Students will peer review diagrams in class and the teacher will go around the classroom to continually check student progress, helping students who are stuck. (**rethink**) Students will be provided a checklist of components to consider in crafting their responses. (**revise**) The teacher will email students regarding their postings. (**refine**) 3.5 **Check for Understanding:** "Definitions Are Us," have students define important aspects of each type of system. **Timely Feedback:** Teacher feedback will be provided in response to definitions so that students may address any misconceptions. (**evaluate**) 3.6 (**tailor**) 3.7 Students will be able to compare and contrast the differences between equations and inequalities. (**​P****erspective**) **Product:** GoogleDoc **Days:** 1 || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 3.1 Students will understand that equations and inequalities can be solved graphically. (**where**)
 * Verbal-Linguistic: **Describing qualities of different types of functions will employ linguistic functions in students.
 * Logical/Mathematical: **Logical deduction will be necessary to differentiate between equations and inequalities.
 * Visual/Spatial: **The Venn-diagram will give spatial learners insight into the difference between systems.
 * Bodily/Kinesthetic: **If Venn-diagrams could be virtual, on ipads or portable whiteboards, kinesthetic learners would benefit from the interaction and hands-on approach.
 * Intrapersonal: **The personal response to the GoogleDocs question will encourage a self-reflection as to what is important to know about each different type of system.
 * Interpersonal: ** Responding to other answers on the GoogleDoc will give students to consider how others might be processing information and compare that to their own understanding.

//Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane.// (**what**) In both math and in real life, there are almost always multiple means to an answer. 4.2 Opening Question: with jungle music playing in the background, students will consider whether it is more cost effective to purchase a yearly pass to the zoo or a daily pass. 4.3 Students will know how to approach a systems problem from multiple different angles. (**equip**) A sequence chain resembling the idea rake from lesson one will be completed individually, and once chains are complete, students will compare answers and check for accuracy. (**explore**) Following the peer review, students will begin partner projects to create an Inspiration document that models solving the systems problem by substitution, elimination, and graphing. (**experience**) 4.4 The teacher will influence students by pointing them in the right direction when introducing the opening question. Also, the teacher will walk around the classroom and check in with students to see where they are at with material and comfort. (**rethink**) A checklist will be provided with the Inspiration project and will allow students to self-assess their work. (**revise**) The teacher will navigate Inspiration charts and provide feedback on each component. (**refine**) 4.5 **Check for Understanding:** Thinking diagram: to be used as an exit ticket, students will respond to a prompt systems questions that asks how they would first prefer to approach the problem, as well as the steps they would take. **Timely Feedback:** The teacher will assess the checklist provided to pairs and grade based on if all factors are present. (**evaluate**) 4.6 (**tailor**) 4.7 Students will be able to consider how one question can have multiple methods of solution. (**Empathy**) **Product:** Inspiration Graphic Organizer **Days:** 2 || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 4.1 Students will understand that equations and inequalities can be solved graphically. (**where**)
 * Verbal-Linguistic: ** Inspiration product will require sentence-based explanations that display understanding.
 * Logical/Mathematical **: Students will foster a understand behind the logic of different methods for different scenarios.
 * Visual/Spatial:** Inspiration products will demonstrate information in a visual web that shows organization and structure.
 * <span class="wiki_link_ext">Musical/Rhythmic: **<span class="wiki_link_ext"> Jungle music will add to the atmosphere and stimulate rhythmically-inclined learners.
 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext"> Students inclined to intrapersonal strategies will appreciate the exit ticket that asks for a preference in solving systems problems.
 * <span class="wiki_link_ext">Interpersonal: **<span class="wiki_link_ext"> Interpersonal students will benefit from the collaborative aspect of the Inspiration project.
 * <span class="wiki_link_ext">Naturalist: **<span class="wiki_link_ext"> The opening question's reference to a zoo and the jungle music will help naturalist learners make connections to the material.

//Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane.// (**what**) There are many connections into real life and the business world using systems and graphs. (**why**) 5.2 Introduction to the Performance Task 5.3 Students will know how systems of equations and inequalities are utilized in the business world, as well as the variety of business that use them. (**equip**) A goal-reasons web will be used as students will each pick a business from a hat and determine how that business might utilize systems of equations or inequalities in either credit or debit scenarios. Results will then be compared in small groups. (**explore**) Groups will then continue collaboration and determine example problems their companies might be faced with, and create a group podcast explaining these examples. (**experience**) 5.4 The teacher will visit with each group and ensure students are on task and determining correct examples of how businesses would utilize systems. (**rethink**) Students will also peer review by validating ideas, and keep each other on task. (**revise**) Podcasts will be emailed or uploaded to the teacher, and will be reviewed and assessed. (**refine**) 5.5 **Check for** **Understanding**: Is That a Fact: Students will determine the validity between two different arguments on a single problem and support their answer. **Timely Feedback:** The teacher will read responses and give feedback on the accuracy of reasoning. (**evaluate**) 5.6 (**​tailor**​) =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 5.1 Students will understand that equations and inequalities are everywhere in the corporate world. (**where**)
 * <span class="wiki_link_ext">Verbal-Linguistic: **<span class="wiki_link_ext"> Arguments will need explanations to be legitimate, allowing for linguistic skill incorporation.
 * <span class="wiki_link_ext">Logical/Mathematical: **<span class="wiki_link_ext"> Students will display logical thinking by determining examples of how businesses would utilize systems for products both buying and selling.
 * <span class="wiki_link_ext">Bodily/Kinesthetic: **<span class="wiki_link_ext"> Students will be moving around the classroom in groups, which will appease kinesthetic students.
 * <span class="wiki_link_ext">Musical/Rhythmic: **<span class="wiki_link_ext"> The podcast created is a method of aural learning, which includes musical and rhythmic learners.
 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext"> In the formative assessment, responses will give students an opportunity to reflect on what they know about the unit.
 * <span class="wiki_link_ext">Interpersonal: **<span class="wiki_link_ext"> Group work will encourage interpersonal collaboration.
 * (O)** 5.7 Students will be able to recognize similarities between what they are learning and its application to the real world. (**Self-Knowledge**) **Product:** Podcast production **Days:**​ 1 ||

//Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane.// (**what**) The ability to explain one's reasoning is crucial to success in many aspects of life. (**why**) 6.2 Have the class create an opening example problem and then solve it. (**hook**) 6.3 Students will know how to create a system of equations, solve it, and explain the process. (**equip**) Using a jigsaw, students will take turns teaching each other one component of the unit until the jigsaw is complete. (**explore**) After the class exercise, students will break into pairs and work on an iMovie project in which a teacher teaches a student the processes of solving a system problem. (**experience**) 6.4 The teacher will watch over the presentations associated with the jigsaw activity, and correct mistakes that may be made. (**rethink**) Students will be given a checklist of components to include in their iMovie that they can self-assess with. (**revise**) Final products will be emailed to the teacher or uploaded to Youtube and viewed by the class, who will provide feedback along with the teacher. (**refine**) 6.5 **Formative Assessment:** As I See It: Students will complete sentences pertaining to systems of equations, what they feel they know, what they learned from the unit, and what they may have final questions on. **Timely Feedback:** The teacher will respond to assessments and address any common question to the class to ensure understanding. (**evaluate**) 6.6 (**tailor**) 6.7 Students will be able to model a system of equations and determine a solution in multiple ways. (**Explanation**​) **Product:**​ iMovie **​Days:**​ 2 ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 6.1 Students will understand that equations and inequalities are everywhere in the corporate world. (**where**)
 * <span class="wiki_link_ext">Verbal-Linguistic: **<span class="wiki_link_ext"> The iMovie will require spoken explanations that must be comprehensible and show understanding.
 * <span class="wiki_link_ext">Logical/Mathematical: **<span class="wiki_link_ext"> The iMovie will require written directions that must be easily understandable by somebody new to the unit.
 * <span class="wiki_link_ext">Visual/Spatial: **<span class="wiki_link_ext"> The iMovie is a visual presentation of the material learned in the unit.
 * <span class="wiki_link_ext">Bodily/Kinesthetic: **<span class="wiki_link_ext"> Students will be doing a hands-on project, shooting, cutting, and performing in the iMovie.
 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext"> The As I See It reflection will ensure students look at their understanding of material and assess it.
 * <span class="wiki_link_ext">Interpersonal: **<span class="wiki_link_ext"> Collaboration will be required for students to make the iMovie.

2004 ASCD and Grant Wiggins and Jay McTighe