JoS3

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|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.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), //**What** (MLR in italics)//
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days?)

=Lesson 1 Self/Knowledge= //Solve quadratic equations graphically, by factoring in cases where facoting is efficient, and by applying the quadratic formula.//
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.**Where/Why**: Projectile motion - Nolan Ryan was one of the fastest pitchers ever. Could he throw a ball and hit the ceiling in the Houston Astrodome?
 * MLR** 9 - diploma, D Algebra, 2 Equations and Inequalities

2.**Hook** Quadratic T-shirt 3.**Explore:** Graphic organizer to collect information about quadratic equations on. **Equiptment/Experience:** Laptops - [|analyzemath.com/quadraticg/quadraticg.htm] & www.math warehouse.com/quadratic-formula-calculator.php 4.**RRRR** Think-Pair-Share (about pretest) 5.**Evaluate:** collect graphic oragnizers 6.**Visual,Logical, Solitary** Using computer program to determine affects of changing constants 7.**Organize:** Students will be able to determine shifts in graphs and use the quadratic formula to solve quadratic equations =Lesson 2 **Explanation**=
 * Verbal, Physical, Social** Think-Pair-Share
 * Aural** I play music quite often when students are working mostly independent on computers. Student will also be sharing with the class what they remember/know or don't about the pre-stest.
 * Product:** Completed graphic organizer
 * Timeframe**: 80 minutes ||

//Solve quadratic equations graphically, by factoring in cases where facoring is efficient, and by applying the quadratic formula.// 2. **Hook:** Teacher Tube Video about quadratics, http://www.teachertube.com/view_video.php?viewkey=c1869050c5dd06ded398 3. **Explore:** Factored Form graphic organizer **Experience/Equipment:** Graphing Calculators, Students will describe connections between factored form, zeros, graph and vertex of quadratic equations. 4. **RRRR** Share conclusions with peers and revise thinking or expand on thinking if necessary. 5. **Evaluate:** collect graphic organizers 6. **Visual, Aural,Verbal,Logical, Social** Students work in pairs through lab with graphing calculator 7. **Organize**: Students will be able to factor quadratic equations and quickly graph using the factors analytically. =Lesson 3 Explanation=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.**Where/Why:** Revenue function - Students need to find the maximum revenue for a company. I will have data collected from a local business and we will graph together and they will determine max revenue. Students will be able to explain who this information is important to and why.
 * MLR:** 9- diploma D Algebra, 2 Equations and Inequalities
 * Physical:** Students may put their work on the board
 * Solitary**: Students may work alone
 * Product:** completed graphic organizer
 * Timeframe:** 80 minutes ||

//Recognize the graph and sketch of the basic functions// 2. **Hook** How long would it take to hit the ground? Which would hit the ground first a marble or a basketball? Why? 3.**Explore** Graphic Organizer **Experience/Equipment:** Laptops - will be using GRAPHER to explore 4. **RRRR** Frayer Model (graphic organizer to help students clarify and make connections) Think-Pair-Share (fill out Frayer alone - then share with partner - then share with class) 5. **Evaluate**: Collect Frayer Models 6. **Visual, Logical, Solitary** Frayer Model, Graphing 7. **Organize:** Students will be able to make connections between graph, factored form, standard form, quadratic formula, parameters of quadratics =Lesson 4 Empathy/Perspective=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **Where/Why**: Falling Object- Who would care about falling objects? skydivers - free-fall ...etc.
 * MLR:** 9 - diploma, D. Algebra, 4 Functions/Relations
 * Verbal, Physical, Social** Think-Pair-Share
 * Aural** Music playing while working and sharing information
 * Timeframe:** 80 minutes ||

//Recognize the graph and sketch of the basic functions// 2. **Hook** Show My Student Sample - students will be creating their own iMovie. Over the next couple weeks students will assume the role of a statistician. They will collect data on a company of their choice and analyze it. Based on their analysis they will make a suggestion for the company. 3. **Explore** Graphic Organizer **Experience/Equipment**: Graphing calculators 4. **RRRR**: Students will work in groups to create a quadratic model for a given situation. They will share their results with the class. 5. **Evaluate**: quiz on material to this point 6. **Visual, Logical, Verbal, Social** - work in groups - create a mini presentation of groups situation and data 7. **Organize:** Students will analyze data and determine how/why this could help a company make a good business decision =Lesson 5 Interpretation/Application=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **Where/Why:** Business decisions - minimize cost, maximize profit or revenue, etc.
 * MLR:** 9 - diploma, D. Algebra, 4 Functions/Relations
 * Solitary** take quiz alone
 * Physical** present findings in front of class
 * Aural** listen to other groups present, music while working in groups
 * Timeframe:** 80 minutes ||

Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques. 2. **Hook** Real world parabolas - http://www.teachertube.com/v.php?viewkey=1daabe3de1d76a6739cc 3. **Explore** Graphic Organizer **Experience/Equipment**: Computer to look up information on the golden gate bridge, graphing calculator to run regression analysis 4. **RRRR**: Students will collect data on their own and run regression analysis. Students will get into groups to decide how they will estimate the amount of cable needed for the vertical cable supports on the bridge. Each group will share their estimate with the class 5. **Evaluate**: Graphic organizer 6. **Visual, Logical** finding picture on computer and thinking of it as overlayed on the a coordinate plane in order to find a quadratic model 7. **Organize:** Students will tell what information they used and how they created a model. They then will apply their model for calculating the amount of cable needed. =Lesson 6 **Explanation/Interpretation**/Application=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **Where/Why:** How could the equation for a parabolic doorway, bridge etc. help you. Estimating materials needed and **Cost**!!!!
 * MLR**: 9 - diploma, D. Algebra, 4 Functions/Relations
 * Verbal** work in groups to figure out plan for making estimate
 * Physical** getting into groups/ presenting in front of class
 * Solitary** collect information alone
 * Social, Aural** work in groups and listen to others report out how they calculated their estimate.
 * Timeframe:** 80 minutes plus - presentations may go into next class period ||

Students use symbols to represent or model quantities, patterns and relationships and use symbolic manipulation to evaluate expressions and solve equations. Students solve problems using symbols, tables, graphs, and verbal rules choosing the most effective representation and converting among representations. 2. **Hook** You tube video - [|math in the real world] 3. **Explore** graphic organizer **Experience/Equipment**:laptop - grapher/graphing calculator 4. **RRRR**: reflect after student comments and mine then make any corrections or expand where necessary. 5. **Evaluate**: teacher observation 6. **Visual, Logical, Solitary** collect information on their example of a parabola 7. **Organize:** Students will finish presentations from class before. Students will then pick their own parabola from a real world situation. They will collect the information available online and perform calculations as well as explain to who and why these calculations would be important to. Prepare short presentation of information to class.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **Where/Why:** Everywhere - how many places can we think of as group? architecture, business, projectile motion, free-fall, etc.
 * MLR:** 9 - diploma, D. Algebra
 * Verbal, Social, Aural** presentations, discussion
 * Physical** Students will be up presenting information however they choose
 * Timeframe:** 80 minutes ||

2004 ASCD and Grant Wiggins and Jay McTighe