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The I do, you do, we do, has a review at the beginning of the topic and a guided practice where the teacher walks through the task with the students and has an exit ticket to answer a final question.

The Launch Explore summarizes launches right into the task without a review. Instead of doing a guided the students get in pairs and explore the problem together. Instead of an exit ticket, there is a class discussion going over their differences in exploration.

The lesson format that allowed me to explore the concept more deeply would be the LES because it allows more discussions, real-world connections with decimals, and opportunities to use more strategies. So instead of the teacher leading the thinking, the students are.

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In the " I do, we do, you do" lesson plan the teacher first explains decimals and solves the equation herself. Then she gives the students a pair of decimals and solves it with them. The students are then prompted to do the question on their own. To formally assess the students she gives them an exit ticket. In the " Launch, Explore, Summarize" lesson plan the teacher starts the lesson to show a real-world example of the Olympics. The teacher asks a question and this leads the student to explore different strategies. Then they had a class discussion to the different answers they had.

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I do, we do, you do: Opening- Teacher introduces the topic and models comparing. Work in partner groups as needed before independent work. Formative assessment- exit ticket

Launch, explore, summarize: Opening—Real-world connection posed as a question. Student exploration and scaffolding—students can work independently or with a partner. Formative assessment—reflection to gauge understanding and highlight the importance of decimals in real-life situations.

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Similarities: They both allow students to learn the importance of ordering and comparing decimals. They also have students work on comparing various sets of decimals with symbols in a small group/partner setting.

Differences: The "I,We, You" format allows for a structured learning of the concept, which can be beneficial for laying the foundation of these skills and concepts. On the other hand, the "launch, explore, summarize" is great for instantly connecting the concept to a real world situation, and it allows students the freedom to work through their thinking as they learn.

The "launch, explore, summarize" approach allowed for a deeper exploration to decimals as it has students explore comparing sets of decimals in real world experiences.

In the "I, we, you" format the teacher acts as a guider showing students the path of how to compare and order decimals. The "launch, explore, summarize" is more student-based allowing the teacher to act as a facilitator/observer.

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the similarities that we have found between the I do, you do, we do and the launch explore and summarize, were that they both start out with the teacher instructing and explaining what the task is at hand. They also both have a summary/discussion area at the end of the lesson which is student led and has the students do this aspect by themselves.

The differences we have seen between the two are that the I do, we do, you do is much more focused scaffolding the lesson. The launch, explore, and summarize is much more focused on the students own exploration.

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The I Do, We Do, You Do breaks down the concept being taught step by step. Concerning the idea, there is a clear distinction between teacher and student work (independent work). Their work is formatively assessed through an exit ticket to summarize their understanding.

Launch, Explore, Summarize dives into the content with real-world connections and prioritizes class discussions. The formative assessment is a class reflection on how the content connects to the real-world and why it is important.

Launch Explore Summarize explores the concept of comparing decimals more deeply because of its openness to class discussion of the different decimals and relating them to a real-world connection.

The I Do, We Do, You Do, has the teacher more involved as she has to model the content rather than in Launch, Explore, Summarize where she is facilitating the content for student understanding.

With I Do, We Do, You Do, the students have a more straightforward hands-on experience with the content. With Launch, Explore, Summarize, the students have that explore segment to dive deeper into the content beyond summarization.

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"I do, We do, You do it"

Teacher Role: Facilitator

Teacher Modeling

Student Role: Starts as the observer and then the facilitator

Launch, Explore, Summarizes

Teacher Role: Observer

Student Role: Facilitaor

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The I do, We do, You do has a teacher led discussion at the beginning and a guided practice where the students and the teacher walk through the task together. Then lastly the student works independently on the topic that they just learned. This lesson format is more teacher focused.

Launch, Explore, Summarize goes right into the task without review. The students work together to explore the topic instead of having a guided practice between the teacher and the student. Then the whole class discusses the topic together. This lesson format is more student focused.

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During the explore, to support my students with dyscalculia, I will differentiate through process by providing manipulatives that correspond with the numbers and decimal point so students can keep track of the given decimals (through use of the manipulatives) as they solve the problem.

During the explore, to support my students with ADHD, I will differentiate through product by having students give a presentation demonstrating the different decimals in the problem and how they are ordered, this way they are able to physically move around, while also demonstrating their knowledge.

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During the EXPLORE, to support my students with possible ADHD or similar attention/hyperactivity disorders I will differentiate through PROCESS by asking my students to roleplay/simulate by timing each other as though they are Olympic 100-meter dash racers and have students race each other. From this, they can decide who "wins" bronze, silver, and gold medals. This helps students become more

engaged and would be student-led.

During the EXPLORE, to support my students with possible dyscalculia, I will differentiate through PROCESS by using physical colored manipulatives such as snap cubes or decimal tiles to help students build a better understanding through visualization

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During the explore, to support students, I will differentiate through the process by using physical manipulatives like base ten blocks, decimal tiles, and number line templates, to help students build a concrete understanding of comparing and ordering decimals.

During explore, to support my students and multilingual students, I will differentiate through the process by having centers/stations that are themed on the Olympic topic of the problem, having centers for multilingual students that have the accommodations needed.

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During exploration, to support students, I will differentiate through process by using graphic organizers such as place value charts to help students organize and build an understanding of place values.

During launch, to support multilingual learners, I will differentiate through content by using real-life examples: a multilingual video of Olympic swimming times and reading materials at varying readability levels with double-sided worksheets to incorporate students' native language to help them build an understanding of the material and task.

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During the launch, to support our students, we will differentiate through PROCESS decimal differences, and how to compare and order decimals, by giving the students a task and varying the length of time in seconds that students may take to complete the task. After the tasks are completed, we will compare decimal times and order them to the thousandths place using the less than, greater than, and equal to symbols.

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1. During the explore process, to support students with ADHD, I will differentiate the process by using manipulatives like decimal tiles to help students connect Olympic sports times to decimals.

2. During the explore process, to support all students, I will differentiate the process by using tiered activities to support students' different understanding of decimals.

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First Differentiation statement:

During the explore, to support my multilingual learners, I will differentiate through PROCESS by creating tiered activities where I work with students by proceeding with different levels of support to have students understand how to order and compare decimals, such as visual cues, in-depth explanations, and connections to previous knowledge.

Second Differentiation statement:

During the explore, to support students, I will differentiate through PROCESS by using physical, hands-on, manipulatives such as decimal tiles for students to visualize how to order and compare decimals.

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During the launch, to better capture our students' attention, we will differentiate through the process. This will be achieved by changing the real-world connection to something that resonates more with students, such as money, game scores, or human number lines.

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During the EXPLORE, to support my multilingual learners, I will differentiate through CONTENT by presenting ideas through a visual representation of decimals to see the value of a decimal and its comparison to a whole.

During the EXPLORE, to support my students, I will differentiate through PROCESS by providing different online manipulatives that allow them explore relationships between decimal numbers and their values.

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During the Explore, to support students with ADHD and ADD, I will differentiate through Process by having student engage in Role Play/Simulation by having students do their own sprints/race to get the lap times so that students can become more engaged with the lesson and get their energy out and learn at the same time.

During the Explore, to support students, I will differentiate through Process by having students use different manipulatives to show their thinking with decimals.

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During the summarize, we will support our students through PRODUCT by presenting a real-world connection to the impact of small decimal differences and show them a presentation of an Olympic game where small decimal differences were the determining factor in who won a medal (gold, silver, or bronze) and who didn't.