Learning-Focused Strategies printable pdf download

Learning-Focused Strategies

_____X____

ACTIVATING LESSON

Lesson Planning Form

__________

EXTENDING/REFINING LESSON

Teacher Name: ________________________

Class: ___________________

Unit: _______________________________

Date of lesson: ______________________

ESSENTIAL QUESTION:

These are the main questions students will be asked:



How many hot dogs were on the grill before Kobayashi ordered the first hot dog?

(with key questions if



How many hot dogs would each person eat in Round 20?

necessary)



How many hot dogs would each person eat in Round n?

Learning Goal:

The students will be able to construct a function to model a linear relationship between

two quantities.

Common Core State Standards Content Standard



8.F.4 - Construct a function to model a linear relationship between two quantities.

Determine the rate of change and initial value of the function from a description

of a relationship or from two (x, y) values, including reading these from a table or

from a graph.

ACTIVATING THINKING

Video showing competitive eaters Sonya Thomas and Kobayashi eating hot dogs at a

convenience store.

STRATEGIES:

(Ex: KWL, word maps,

Wordsplash, etc…)

ACCELERATION

Preview vocabulary words:



Function

STRATEGIES:



Linear relationship

(focus on content maps and

key vocabulary)

TEACHING STRATEGIES:

The Problem Solving Framework will be used to help students reflect on:



“What problem are you trying to figure out?”

(graphic organizers)



“What do you already know from the problem?”



“What do you need to know to solve the problem?”



“What is your conclusion?”

PROMPTS:

These questions will be useful in guiding students and helping them reflect



What is a guess that is too low?

(distributed guided practice



What is a guess that is too high?

and distributed summarizing)



What is your best guess?



How many hot dogs did each person order each round?



What pattern do you see?



How can we record this information?



How many total hot dogs did each person eat in the first four rounds?

SUMMARIZING



Think-Pair-Share



Summarizing questions will be distributed and asked throughout the lesson

STRATEGIES:

(ex: Ticket out the Door, 3-2-1,

etc. Answer the EQ)

EXTENDING/ REFINING

These are the extension questions students will be asked (as needed):



How many total hot dogs would each person have eaten in Round 20?

ACTIVITY:



How many total hot dogs would each person have eaten in Round n?

(thinking skills and/or writing



How many hot dogs would Kobayashi have to eat to catch up to Sonya after

prompts)

Round 20 is over?



How many hot dogs would Kobayashi have to eat to catch up to Sonya after

Round n is over?

ASSIGNMENT AND/OR

Students will use the “What is your conclusion?” section of the Problem Solving Framework

to explain their conclusion and justify their reasoning.

ASSESSMENT

RE-TEACHING FOCUS

Reteach as needed based on “What is your conclusion?”

AND STRATEGY

(if necessary)

Learning-Focused Strategies

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