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1. What’s going on?

2. What do you see that makes you say that?

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This routine draws on the idea of newspaper-type headlines as a vehicle for summing up and capturing the essence of an event, idea, concept, topic, etc. The routine asks a core question:

1. If you were to write a headline for this topic or issue right now that captured the most important aspect that should be remembered, what would that headline be?

A second question involves probing how students’ ideas of what is most important and central to the topic being explored have changed over time:

2. How has your headline changed based on today’s discussion? How does it differ from what you would have said yesterday?

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The routine focuses first on identifying something interesting about an object or idea:

I notice that...

And then following that observation with the question:

Why is it that way? or Why did it happen that way?

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This routine allows students to take the next step in the learning process from a mere observation to a more informed categorization of the learning topics. Given the timing and sequence of deploying this strategy, students will naturally build off of what they had described and expressed in a previous visible thinking exercise.

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This routine challenges students to use their own understanding of a topic to questions others on their understanding of the same topic. In doing so, this will reinforce the way that a student thinks about a certain topic, challenge their thought on that topic, or extend their thinking on that topic by looking at it in a new way.

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This routine allows students an informal way to explain their thoughts and prior knowledge about a certain topic. Further, it also allows them to lay out some questions at the beginning of the learning that they hope to answer throughout the learning process.

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A1.A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations with two variables on coordinate axes with labels and scales.

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ISTE*S.5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

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Students will begin the activity where they are given a set of 10 different scenarios that can be modeled with linear equations. They will be given information in the form of a written explanation, data set, and graph. They will then use Popplet to organize the different scenarios, graphs, and data sets in a way that makes sense to them. They will incorporate The Explanation Game by typing out their observations and by typing out questions that they have about the mathematical scenarios presented to them.

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Harvard Project Zero. (2015). The Explanation Game. Retrieved March 22, 2021, from https://pz.harvard.edu/resources/the-explanation-game

ISTE. (n.d.). ISTE Standards for Students. Retrieved March 22, 2021, from https://www.iste.org/standards/for-students

TNDOE. (n.d.). TNDOE Math Standards [PDF]. Retrieved March 22, 2021, from https://www.tn.gov/content/dam/tn/education/standards/math/stds_math.pdf

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A1.A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations with two variables on coordinate axes with labels and scales.

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A1.A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations with two variables on coordinate axes with labels and scales.

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ISTE*S.5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

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After learning more about linear functions, students will revisit their Popplet and, using Screencast-O-Matic, explain how their understanding of big idea topics has developed. For example, if they made an observation in their initial concept map with the graphs that has negative y-intercepts, they could formalize that group by stating that they all were displaying scenarios where the starting values of the functions were negative.

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Harvard Project Zero. (2015). Headlines. Retrieved March 22, 2021, from https://pz.harvard.edu/resources/headlines

ISTE. (n.d.). ISTE Standards for Students. Retrieved March 22, 2021, from https://www.iste.org/standards/for-students

TNDOE. (n.d.). TNDOE Math Standards [PDF]. Retrieved March 22, 2021, from https://www.tn.gov/content/dam/tn/education/standards/math/stds_math.pdf

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ISTE*S.5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

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Students will work with a partner and collaborate on a Prezi presentation where they will compare and contrast their thoughts on the topic of linear functions through this learning unit. In doing so, they will highlight where they viewed and understood the topic in a similar manner and they will also critique the reasoning of one another by highlighting their differences in thought.

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Harvard Project Zero. (2015). What Makes You Say That? Retrieved March 22, 2021, from https://pz.harvard.edu/resources/what-makes-you-say-that

ISTE. (n.d.). ISTE Standards for Students. Retrieved March 22, 2021, from https://www.iste.org/standards/for-students

TNDOE. (n.d.). TNDOE Math Standards [PDF]. Retrieved March 22, 2021, from https://www.tn.gov/content/dam/tn/education/standards/math/stds_math.pdf