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.

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.

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.

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.

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.

• Teacher Role: Facilitator

• Teacher Modeling

• Student Role: Starts as the observer and then the facilitator

Launch, Explore, Summarizes

• Teacher Role: Observer

• Student Role: Facilitaor

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.

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.

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

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.

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.

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.

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.

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