1.Immersion

• Play Immersion video, whole-class.

• Restate the question: Is Mr. Davis' perceived heat rating proportional to the Scoville heat rating?

• Facilitate classroom discussion; ask students: "What do we need to know?"

2.Data & Computation

• Print and copy the Data Artifact and distribute to students.

• Allow students work time. Answer their questions with other questions to push their thinking. Ask students: "Does your answer make sense?" Withhold confirmation of the answer.

• Consider using a sharing protocol leading to mathematical insights and/or highlighting misconceptions.

• Allow students to revise their work.

3.Resolution

• Play Resolution video, whole-class.

Answer: Mr. Davis' perceived heat rating is not proportional to the Scoville rating.

• Have students compare their strategy to that shown in the video.

Deliver a brief, clear lecture using your preferred method (Interactive white-board/Slide Deck/Whiteboard).

The Teacher Instruction part of the Detailed Lesson Plan includes statements you might make, images you might show and examples you might want to use. Please customize it to your needs and to the needs of your students.

The lecture should:

• Connect to The Math Simulator story as often as possible

• Bridge student strategies to the actual math of the standard

• Formalize the math of the standard

• Introduce other parts of the standard not included in The Math Simulator components

Students should be prepared with pencil, paper and headphones.

Tell them their goal is to correctly answer a series of questions all in a row to earn green dots. They are also tasked with teaching their classmates so that EVERYONE earns their green dots.

Instruct students to navigate to bit.ly/7RPA2A-Sim and click BEGIN. Work to completion or until time runs out.

Data for this component will not be saved for you or your students in this Sample Mode. For a 30-day trial of the complete toolset, contact us at info@midschoolmath.com.

If time permits:

• Print and copy the Practice Printable and distribute to students.

• Have students begin to work on the front page.

Options for use:

• Exit/Entry ticket

• Differentiation & grouping for Day 3

Play Tutorial Video, whole-class, to show a worked example from the Practice Printable.

Group students if desired, based on Exit Ticket or previous day's work.

Have students continue their work on the Practice Printable.

Options for use:

• Exit/Entry ticket

• Differentiation & grouping

• Stations

• Homework

Consider using protocols that promote student collaboration and discourse.

Example: I Wonder, I Notice (8-10 min): Following a completed whole-class assignment, set ground rules for peer critique, including being thoughtful, specific, and helpful (≈1 min). Choose a student to be "the originator" who is tasked to explain his or her approach and solution to a problem (≈2 min), while other students listen only. Then ask other students to ask "the originator" clarifying questions or comments that start with 'I wonder' and 'I notice' (≈5-6 min).

Students should be prepared with colored pencils and white paper.

Print and copy the Student Reflection Rubric and distribute to students.

Instruct students to use the rubric to begin creating a personal reflection based this sample lesson. If time is limited, this task may need to be completed outside of class.

Hang completed reflections in your classroom or in the hallway.

Teacher should:

• Launch the Clicker Quiz and project, whole-class.

Students should:

• Be prepared with pencil and paper

• Access the Virtual Clicker at http://bit.ly/MyClicker

• Enter the Quiz Code on the Virtual Clicker

Students will vote on each question and should be given opportunities to discuss strategies and answers together on most questions.

Based on the class distribution for each question, consider:

• Giving a mini-lesson

• Highlighting misconceptions

• Allowing students to explain to other students

• Celebrate successes!