S3+Bragg,+Jason

=Lesson 1= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that equations can create relationships between two or more subjects **(Where)** //Create equations in two or more variables to represent relationships between quantities.// **(What)** Many subjects in today's world are linked by a linear relationship. **(Why)**
 * (H)**1.2 Video that shows how linear equations can be used in the [|world]. **(Hook)**
 * (E)** 1.3 Students will know variables, independent variable, dependent variable. **(Equip)** Students will use the garden gate graphic organizer to describe and write linear relationships. A short powerpoint with questions about linear relationships will be presented. **(Explore)//​//** Students will create a podcast that the class will subscribe to that considers the relationship between two variables and what that relationship means. Students will be in groups of 2-3. **(Experience)**
 * (R)** 1.4 Students will hand me an exit ticket at the end of class that will explain their understanding of the topic so that I know if I need to cover relationships in the next class. **(Revise)** Students will follow and use a checklist to make sure that all components of the project are there. **(Self)** Peers will give specific feedback to the creator **(Peers)** I will be giving feedback for improving the podcast and the information within the podcast. **(Teacher)** **(Refine)**
 * (E)**1.5 Formative Assessment - **Pre-Assessment:** Students will take a ten minutes survey on the unit material, **Checking for Understanding**: Entrance/Exit Ticket and **Timely Feedback:** self, peer, teacher **(Evaluate**)
 * (T)** 1.6
 * Verbal:** Students will be given the opportunity to ask questions about linear relationships during the short powerpoint.
 * Logic:** Students can use the garden gate organizer to organize the facts about linear relationships.
 * Visual:** Students will find the video about racing and how racing can be linked to linear relationships beneficial.
 * Musical:** Student's podcast could be a musical about linear relationships rather than a speaking project about linear relationships
 * Kinesthetic:** Students will be able to act out their podcasts about linear relationships if they would like the option.
 * Interpersonal:** Students will be able to work together and communicate about linear relationships.
 * Intrapersonal:** Students will be able to check for their personal understanding of linear relationships by self-reflecting and handing me an exit ticket.
 * Naturalist:** I can give some examples in class of how linear relationships are found in nature during the PowerPoint.
 * (O)** 1.7 Students will be able to consider the relationship between subjects **(Interpretation)** **Product:** Podcast, **Number of days:** 2 **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that relationships can be visualized/charted. **(Where)** //Create equations in two or more variables to represent relationships between quantities.// **(What)** Being able to analyze a graph can make computation simpler. **(Why)**
 * (H)** 2.2 Students will play Battleship. **(Hook)**
 * (E)** 2.3 Students will know The Cartesian Coordinate System **(Equip)** Students will use the spider web graphic organizer to take notes on charting graphs. I will give examples of graphs and equations on the board for the students to follow along with. Students will then be given an example to do in a group of 3-4 people **(Explore)** Students will create an instructables on how to interpret graphs. Students will be working individually. **(Experience)**
 * (R)** 2.4 The board will consist of 1,2,3,4. Students will go up to the board and mark an X under their level of understanding (4 being the highest). **(Revise)** Students will follow a rubric to make sure that all of the instructions are in order on instructables. **(Self)** I will be giving feedback such as adding steps or helping students find the correct order **(Teacher) (Refine)**
 * (E)** 2.5 Formative Assessment - **Checking for Understanding:** 4-3-2-1. **Timely Feedback:** Self, Teacher **(Evaluate)**
 * (T)** 2.6
 * Logic:** These students will benefit from the step-by-step process of instructables.
 * Visual:** These students will benefit from the linear graphs that will be shown at the beginning of class.
 * Kinesthetic:** I will be piecing the information on the board by sliding the information using directional arrows.
 * Interpersonal:** These students will benefit from the group section when groups will be given a graph to interpret.
 * Intrapersonal:** These students will benefit from the spider web graphic organizer because they will be processing the knowledge internally.
 * Naturalist:** I can give examples of how things in nature can be graphed linearly.
 * (O)**2.7 Students will be able to plot points using the Cartesian Coordinate System. **(Perspective) Product:** Instructables, **Number of days:** 2 **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that equations can be visualized/charted. **(Where)** //Create equations in two or more variables to represent relationships between quantities.// **(What)** Sometimes equations can relate to real situation such as money, and visualizing the relationship can help someone understand how the situation works. **(Why)**
 * (H)** 3.2 Brain Teaser application problem that involves money and rates. **(Hook)**
 * (E)** 3.3 Students will know ax+by=c, y=mx+b, the x-axis, the y-axis **(Equip)** Students will use the 5w's graphic organizer to explain the activity. The students will be given a number and an amount of pennies. Using the grid from the floor tiles, students will plot themselves using the number of pennies as the x-coordinate and their number as the y-coordinate. **(Explore)** Students will be give a graph to evaluate. They will then blog about their evaluation. Students will be working individually. **(Experience)**
 * (R)** 3.4 Students will get together in groups of four, where each student will draw an interpretation of evaluating graphs to equations. **(Revise)** Students will be given a rubric to follow so that they can understand what needs to be in the blogs. **(Self)** I will be giving feedback on the blogs about the graphs the students were given **(Teacher) (Refine)**
 * (E)** 3.5 Formative Assessment - **Checking For Understanding:** ABCD Whisper. **Timely Feedback:** Self, Teacher **(Evaluate)**
 * (T)** 3.6
 * Verbal:** Students will get to present and talk about their blogs about linear relationships to the class.
 * Logic:** Students will get to see the logical human graph as it forms a line based on the amount of pennies and the number that was given to each student.
 * Visual:** Students will benefit from the visual human graph and be able to compare the visual graph with each student's amount of pennies and the number each students was given.
 * Musical:** Students can choose to turn the blogs about linear relationships into a musical project by writing a musical piece, and then uploading it to the blog (rather than writing a blog)
 * Kinesthetic:** Students will benefit from moving to create the linear human graph.
 * Interpersonal:** The blogs about linear relationships will be public so that students can look at what other students had to say.
 * (O)**3.7 Students will be able to evaluate a graph and relate it to equations. **(Empathy) Pruduct:** Blogs, **Number of days:** 2 **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that equations can create a relationship between two or more subjects. **(Where)** //Create equations in two or more variables to represent relationships between quantities.// **(What)** Being able to design relationships can help a person with programs such as Microsoft Excel, which can be used to balance checkbooks. **(Why)**
 * (H)** 4.2 Balancing Checkbook demonstration that shows the difference between doing it by hand and by designing relationships. **(Hook)**
 * (E)** 4.3 Students will know coefficient, slope, equations, x-intercept, y-intercept. **(Equip)** Students will use a Step-By-Step graphic organizer to plot out the steps to design a relationship. I will give a demonstration using Microsoft Excel or Numbers on how to equations can be used to balance a checkbook. Students will then be given a budget that needs balancing, and will work in groups to balance it using Excel or Numbers. Students will then report their budgets. **(Explore)** Students will work individually to create a Glogster about designing relationships between two variables. **(Experience)**
 * (R)** 4.4 Students will be asked to show their thumbs based on their understanding. Thumbs up for, "I got it." Thumbs down for, "I don't understand." Thumbs sideways for partially. **(Revise)** Students will be given a rubric so that they know what needs to be in their Glogster posters **(Self)** I will be giving feedback on the Glogster posters so that the students know what they need to fix or improve. **(Teacher) (Refine)**
 * (E)** 4.5 Formative Assessment - **Checking for Understanding:** Thumbs. **Timely Feedback:** Self, Teacher **(Evaluate)**
 * (T)** 4.6
 * Verbal:** Students will be given the opportunity to orally talk about their Glogsters.
 * Logical:** Students will be shown logically how to manage a budget using a spreadsheet program and linear equations.
 * Visual:** Students will be able to visually organize their Glogster to understand linear relationships.
 * Kinesthetic:** Students will be able to use their thumbs to represent whether they understood the material or not.
 * Interpersonal:** Students will be able to work in groups to balance their budget with linear equations.
 * Intrapersonal:** Students will be given the option to work alone to balance their budgets using linear equations.
 * (O)**4.7 Students will be able to design a relations between subjects. **(Explanation) Product:** Glogster, **Number of Days:** 3 **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that equations are used in the real world. **(Where)** //Create equations in two or more variables to represent relationships between quantities.// **(What)** Recognizing and interpreting equations in the real world can help a person better understand linear relationships. **(Why)**
 * (H)** 5.2 A waking up analysis of linear relationships. **(Hook)**
 * (E)** 5.3 Students will know combining like-terms. **(Equip)** Students will use the Sandwich Organizer to record details about recognizing equations in the real world. I will then start a class discussion about recognizing equations in the real world. Students will also be able to ask questions at this time. **(Explore)** Students will work in groups of 2-4 to create a movie about 5 or more linear relationships that they found apply to the real world. **(Experience)**
 * (R)**5.4 Students will form a histogram to rate their understanding of the material. **(Revise)** Students will be given a rubric to make sure they have all of the components of the movie. **(Self)** Students group members will evaluate each other to ensure that everyone does their fair share of work **(Peer)** I will be evaluating all of the projects to make help students improve the accuracy of their projects and give some ideas. **(Teacher) (Refine)**
 * (E)** 5.5 Formative Assessment - **Checking for Understanding:** Circle, Triangle, Square. **Timely Feedback:** Self, Peer, Teacher **(Evaluate)**
 * (T) 5.6**
 * Verbal:** Students will be able to stand up and orally present their movie if they chose to.
 * Visual:** Student will create an iMovie on real life equations.
 * Musical:** Students can create a music video about linear relationships.
 * Kinesthetic:** Students will be able to act out linear relationships in the real world in their movie.
 * Interpersonal:** Students will be able to collaborate with other students and discuss linear relationships while making the movie.
 * Naturalist:** Students can choose to find linear equations that apply to nature.
 * (O)**5.7 Students will be able to recognize equations in the real world. **(Self-Knowledge) Product:** iMovie, **Number of Days:** 3 **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that equations are used in the real world. **(Where)** //Create equations and inequalities in one variable and use them to solve problems.// **(What)** Applying equations in the real world can help with everyday tasks such as calculating car gas mileage (RT=D). **(Why)**
 * (H)** 6.2 Brain Teaser involving a rate problem. **(Hook)**
 * (E)** 6.3 Students will know inequalities, <, ≤, >, ≥, =. **(Equip)** Students will use the Planning Chart graphic organizer to plan out how to apply equations to the real world. I will do a hotwheel demonstration of how r*t=d. Students will then be given 5 application problems that we will work through as a class to solve. **(Explore)** Students will work alone or in pairs to create a prezi of how to apply equations and inequalities in the real world. **(Experience)**
 * (R)**6.4 Students will say something that's going on in their head (circle), something that stood out to them (triangle), and something that they agreed with (square).
 * (Revise)** Students will be given a rubric that lists all of the components for the Prezi. **(Self)** Group members will evaluate each other to ensure that everyone did their fair share of work **(Peer)** I will be giving feedback by correcting any errors, and giving ideas. **​(Teacher) (Refine)**
 * (E)** 6.5 Formative Assessment - **Checking for Understanding:** Human Graph. **Timely Feedback:** Self, Peer, Teacher **(Evaluate)**
 * (T)** 6.6
 * Logical:** Students will learn from the logical equation r*t=d.
 * Visual:** These students will like the prezi, a visual representation of applying linear relationships.
 * Kinesthetic:** Students will be able to show their understanding in the Human Graph.
 * Interpersonal:** Students will be given the opportunity to collaborate with peers while working on the Prezi.
 * Intrapersonal:** Students will be given the opportunity to work alone on the Prezi about linear relationships.
 * Naturalist:** Students will be able to apply equations to nature.
 * (O)**6.7 Students will be able to apply equations and inequalities to solve real problems. **(Application) Pruduct:** Prezi, **Number of Days:** 2 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe