S3+Doran,+Christopher

=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 **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(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= Product: Geogebra Days: 3 **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that there are multiple types of graphs, functions, and techniques used to identify them. **(Where)** There are multiple types of different functions and uses for them every day in businesses. **(Why)** Students understand and interpret the characteristics of functions using graphs, tables, and algebra techniques. **(What)**
 * (H)** 1.2 Hook students with a sample lesson video to spark interest in graphing functions - www.youtube.com/watch?v=ct27eWhMreo **(Hook)**
 * (E)** 1.3 Students will need to know formulas such as the distance formula, midpoint, and slope formula. **(Equip)** Students will use a Venn Diagram to determine important concepts used to identify graphs, functions, and which are used for both. **(Explore)** They will then get in groups of 3 and work towards finding a correct set of equations to end up with a certain area closed off by the graphs. **(Experience)**
 * (R)** 1.4 Students will respond to the question "how to recognize the different types of functions based on the graphs shown and vice-versa" **(Rethink)** Students will work on practice problems in class and at home to practice their skills **(Refine)** and will take a quiz after they have cleaned up their skills. **(Revise)**
 * (E)** 1.5 A portfolio will be kept to monitor student progress along the way, constantly giving feedback. **(Evaluate)**
 * (T)** 1.6 **(Tailors)**
 * Linguistic:** Students can partake in class discussion on multiple types of functions.
 * Logical:** Use of mathematical concepts and practice problems for students to work on.
 * Visual:** White board used to display graphs of algebraic functions, youtube video in hook.
 * Kinesthetic:** Three corners game-students will move to a certain side of the room depending on what type of graph (quadratic, rational, irrational) they think it is.
 * Naturalist:**
 * Interpersonal:** Cooperative learning activity based on identifying graphs.
 * Intrapersonal:** Work on practice problems alone for an allotted amount time.
 * Musical:**
 * (O)** 1.7 Students will be able to find a correct set of functions to create a shape within a given area. **(Interpret)**

Product: Blog Days: 2 || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that concepts such as rate of change, increasing/decreasing over intervals and intercepts are used to identify graphs. **(Where)** Graphs are used in businesses every day to calculate profit. **(Why)** Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques. **(What)**
 * (H)** 2.2 Hook students by asking questions about what they know about key terms like rate of change, intercepts, limits, and asymptotes. **(Hook)**
 * (E)** 2.3 Students will need to know the definition of: function, x-intercept, y-intercept, asymptote, and limit. **(Equip)** Students will use a cluster/word web to learn these terms and their importance in identifying graphs. **(Explore)** Each student will be put into a group (no more than 4 per group) and each group will master one concept and present it to the class (Jigsaw). **(Experience)**
 * (R)** 2.4 Students will respond to the question: "Why do different algebraic techniques affect the function and its graph?" **(Rethink)** Students will work on problems with their group on using these different concepts to help identify a list of graphs and/or functions. **(Refine)** They will then take a quiz to check for their understanding on these different concepts. **(Revise)**
 * (E)** 2.5 A portfolio of student work will be kept to help monitor the progress of the student. These portfolios will be available for the students to see how far they've progressed and will be used to give constant feedback on student work. **(Evaluate)**
 * (T)** 2.6 **(Tailors)**
 * Linguistic:** Use of word problems dealing with quadratic functions/graphs from the textbook or created by the teacher could be used
 * Logical:** Creating a list of sequential steps would help these learners understand the steps in identifying graphs.
 * Visual:** The white board will be used to display different graphs and students will be asked to associate these graphs with functions
 * Musical:**
 * Interpersonal:** The cooperative learning activity would provide enough time for these students to engage in the material.
 * Intrapersonal:**
 * Kinesthetic:** I could have students arrange themselves into different curves using their bodies as different points along a graph
 * Naturalist:** The activity used for Kinesthetic learners could be moved outside to provide a better environment for this activity.
 * (O)** 2.7 Students will be able to consider the different concepts that help identify graphs. **(Empathy)**

Product: Use the Grapher tool on the National Library of Virtual Manipulatives' website with their partner. Days: 3 **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that concepts such as rate of change, increasing/decreasing over intervals, and intercepts are used to identify graphs (**Where)**. This is important because graphs are a great tool use in understanding functions that are used in the real world **(Why)**. Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques **(What)**.
 * (H)** 3.2 At the beginning of class, a graph of a function will be on the board and students will be asked to figure out which function is displayed **(Hook)**.
 * (E)** 3.3 Students will know the definition of: function, limit, rate of change, x-intercept, y-intercept, asymptote, and vector **(Equip)**. Students will use a Cluster/Word web to learn the mathematical meaning of each term **(Explore)**. Students will pick a function from a list and explain how each part of the function affects the graph with a partner **(Experience)**.
 * (R)** 3.4 Students will respond to questions such as: "why do different algebraic techniques affect the function and its graph?" **(Rethink)**. They will then get feedback from their teacher and work on some practice problems to help with any misconceptions they had when identifying graphs **(Revise)**. After this, students will then work on their product that explains many different concepts in identifying graphs **(Refine)**.
 * (E)** 3.5 A portfolio of students' work will be kept to help monitor the progress of the student. These portfolios will be available for the students to see how far they've progressed since the beginning. These portfolios will have a checklist associated with them with a list of items that demonstrate the student's understanding. The final portfolio will be graded. **(Evaluate)**.
 * (T)** 3.6 **(Tailors)**
 * Linguistic:** The use of word problems on identifying quadratic graphs from the textbook or created by the teacher will engage these learners.
 * Logical:** A sequence of steps to identify quadratic graphs will be given to the class to target these learners.
 * Visual:** Quadratic graphs drawn on the board will help make these graphs easier to see, thus aiding these types of learners.
 * Musical:** A catchy short song might be used to list off these different concepts of identifying quadratic graphs.
 * Interpersonal:** The use of group work or a class discussion on graphing quadratic functions will engage these learners.
 * Intrapersonal:** Individual work on practice problems will help these learners identify quadratic graphs.
 * Kinesthetic:**
 * Naturalist:**
 * (O)** 3.7 Students will be able to demonstrate the concepts involved in identifying graphs **(Explain)**.

Product: Glogster Days: 3 || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that there are multiple types of graphs, functions, and techniques used to identify them. **(Where)** Logical thinking is a key part in life and it is important for students to be able to use logical thinking to identify the difference between two different graphs. **(Why)** Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques. **(What)**
 * (H)** 4.2 Give a handout with graphs o one page and their functions on another and have a "contest" among the students to see how many they can correctly identify by themselves. **(Hook)**
 * (E)** 4.3 Students will need to know the definition of: function, limit, x-intercept, y-intercept, asymptote, vector, and rate of change. **(Equip)** Students will use a describing wheel to state the importance of each term. **(Explore)** Students will then use the Think-Pair-Share collaborative learning technique to discuss their selections fro the start of class. **(Experience)**
 * (R)** 4.4 Students will respond to the question "How do you recognize the different types of functions based on the graphs shown and vice-versa?" **(Rethink)** Students will do practice problems either individually or cooperatively to practice their skills. **(Refine)** Students will then take a quiz based on being able to identify graphs and functions through various techniques. **(Revise)**
 * (E)** 4.5 A portfolio of student work will be kept to monitor their progress. These portfolios will be readily available by the student and will be used to give feedback on their progress. **(Evaluate)**
 * (T)** 4.6 **(Tailors)**
 * Linguistic:** Read out word problems dealing with identifying functions and/or graphs
 * Logical:** Make a list of helpful techniques used in recognizing functions and their graphs
 * Visual:** Use of graphs on a white board or another medium such as a graphic organizer to help with identifying functions and graphs.
 * Musical:** Use of jingles to help memorize key terms or procedures for identifying graphs
 * Interpersonal:** Think-Pair-Share activity used during class for cooperative learning
 * Intrapersonal:** Think-Pair-Share activity used during class for individual learning/reflecting
 * Naturalist:**
 * Kinesthetic:**
 * (O)** 4.7 Students will be able to recognize the different types of graphs. **(Knowledge)**

Product: Geogebra Days: 3 || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that all sorts of functions are used in real world problems every day. **(Where)** Math is used in real world applications and these are just some of the ways in which algebra is incorporated into life. **(Why)** Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques. **(What)**
 * (H)** 5.2 Show students mythbusters video http://www.youtube.com/watch?v=PHxvMLoKRWg and then ask students the question "What relevance is math, specifically algebra, in the real world?" to get a class wide discussion going. **(Hook)**
 * (E)** 5.3 Students will need to know different terminology such as: variable, derivative, distributive property, associative property, and commutative property. **(Equip)** Students will use a describing wheel to write the rules for the different properties and the definition of a variable to understand what they are. **(Explore)** Students will use the Team-Pair-Solo collaborative learning method to practice these problems with others at first, then finally on their own once they've understood the rules and their uses. **(Experience)**
 * (R)** 5.4 Students will respond to the question: "How will real world situations use the functions in their applications?" **(Rethink)** Students will work on certain applications of algebra in the classroom and at home to understand this question, as well as practice their problem solving skills. **(Refine)** Students will then show their understanding for these problems by taking a quiz on the material. **(Revise)**
 * (E)** 5.5 A portfolio of student work will be kept to monitor the progress of each student. These portfolios will be easily accessible to each student and will be used to give feedback at a consistent basis to check their understanding of the material. **(Evaluate)**
 * (T)** 5.6 **(Tailors)**
 * Linguistic:** I could use word problems and class discussions to target this learning style.
 * Logical:** Mathematical reasoning and observation could be used and explained on how to solve a word problem.
 * Spatial:** The use of a picture to make it easier to understand what the problem is looking/asking for would help spatial learners.
 * Intrapersonal:** The solo aspect of the Team-Pair-Solo activity will help these students learn the skills and usage of real world applications of algebra.
 * Interpersonal:** The team and pair aspect of the Team-Pair-Solo activity will engage these learners in thinking about different uses for algebra in the real world.
 * Naturalist:** Students will go outside and run on the track to measure their velocity over a certain period of time.
 * Kinesthetic:** Students will be running and getting their times for their position and velocity functions.**(O)** 5.7 Students will be able to analyze real world applications of algebraic functions. **(Analyze)**

Product: iMovie Days: 4 ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that all sorts of functions are used in real world problems every day. **(Where)** Math is used in real world applications and these are just some of the ways in which algebra is incorporated into life. **(Why)** Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques. **(What)**
 * (H)** 6.2 Ask students the question "How could you use algebra to solve a real world scenario?" **(Hook)**
 * (E)** 6.3 Students will know different terminology such as: variable, derivative, distributive property, associative property, and commutative property. **(Equip)** Students will use a describing wheel to list off ways that these properties would come in handy in solving a real world math problem. **(Explore)** They will use the Team-Pair-Solo technique to brainstorm as many different ways possible that these properties could help solve a real world math problem, and then pair up with a classmate and share their ideas to their partner while listening to their partners ideas, writing anything else down that they think could be useful. The class would then share their ideas as a whole while a list is accumulated on the board. **(Experience)**
 * (R)** 6.4 Students will respond to the question: "How will real world situations use the functions in their applications?" **(Rethink)** With their partner, students will use these techniques to help solve certain real world algebra problems. **(Refine)** A short quiz will be given for students to solve two real world math applications that incorporates one or two of these properties. **(Revise)**
 * (E)** 6.5 A portfolio of student work will be kept to monitor the progress of each student. These portfolios will be easily accessible to each student and will be used to give feedback at a consistent basis to check their understanding of the material. **(Evaluate)**
 * (T)** 6.6 **(Tailors)**
 * Linguistic:** Word problems and class discussion will be used to engage these types of learners in the material.
 * Logical:** Practice problems will be given to the class to make these students engaged in the material
 * Spatial:** Example problems will be done on the board with a picture to help these learners get the idea of how to solve these applications.
 * Musical:**
 * Interpersonal:** Example problems will be done as a class to help these learners understand how to best solve word problems.
 * Intrapersonal:** The Team-Pair-Solo technique will allow these learners time on their own to think about how real world problems would incorporate the different types of properties.
 * Kinesthetic:**
 * Naturalist:** Word problems involving nature of some sort would perhaps engage these learners to see its usage in the outside world.
 * (O)** 6.7 Students will be able to create a real world situation involving algebraic functions and techniques. **(Apply)**

2004 ASCD and Grant Wiggins and Jay McTighe