1. IMPACT SAMR Cover Sheet Task OverviewLearning Objective(s)Suggested Technology In groups of four, based on seating arrangement or student selected groups, create an electronic presentation using the software and hardware of your choice as long as it is within CPSS approved technology then share it with another high school within our school district. Insert the learning objective(s) from the “R” task card here. HSA-SSE.A.1, HSa-SSE.A.1a I can create an algebraic expression and evaluate it. I can collaborate with other schools in our school district. Google Docs or Google Drive. MakeBeliefsComix, https://www.canva.com/ https://www.canva.com/ http://freeology.com/reading/sto ryboard-with-six-boxes/ In groups of four, based on seating arrangement or student selected groups, create an electronic presentation using the software and hardware of your choice as long as it is within CPSS approved technology. HSA-SSE.A.1, HSa-SSE.A.1a I can create an electronic presentation using approved technology and present to the class. Word, Excel, MakeBeliefsComix, https://www.canva.com http://freeology.com/reading/sto ryboard-with-six-boxes/ In groups of two, shoulder partners, will use the Blackboard discussion board to write a discussion and respond to one other group’s discussion. HSA-SSE.A.1, HSa-SSE.A.1a I can translate from algebraic symbols to words and verbally collaborate with classmates. Blackboard. (Assignment Question and Answers submitted on Black-Board.) Blackboard Discussion Board (where students may share and comment on each other’s submission.) Brief description of the activity: In groups of two, face partners, will use the document reader to view content notes to select parts of the variables and expressions to define and provide examples. HSA-SSE.A.1, HSa-SSE.A.1a I can identify and define parts of an algebraic expression, translate, and present to the class. Document Reader and Projector. (instead of the dry erase board and markers) Louisiana Math Standard (include description): High School: Algebra » Seeing Structure in Expressions » Interpret the structure of expressions. » 1 CCSS.Math.Content.HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. CCSS.Math.Content.HSa-SSE.A.1a Interpret parts of an expression, such as terms, factors, and coefficient. Teacher: Cynthia Bergeron MODIFICATION Technology allows for significant task redesign.. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. SUBSTITUTION Technology acts as a direct tool for substitution with no real change. transformation enhancement

2. Lesson 1-1 Variables and Expressions Choose from the following definitions, symbols, and translating from symbols to words, or translating from words to algebraic symbols. Step 1. Select the item to define or translate. Step 2. Work within your group using Kagan Structure Rally Robin to discuss and then write your answer. Step 3. Present to the class using the document reader and projector. In groups of two, face partners use the Document Reader to view content notes to select parts of the variables and expressions to define and provide examples. This task uses: Document Reader and Projector. (instead of the dry erase board and markers) Learning Objective(s): I can identify and define parts of an algebraic expression, translate, and present to the class. CCSS.Math.Content.HSA- SSE.A.1 Interpret expressions that represent a quantity in terms of its context. CCSS.Math.Content.HSa- SSE.A.1a Interpret parts of an expression, such as terms, factors, and coefficient. S SUBSTITUTION Technology acts a direct substitute, with no functional improvement variableConstantNumerical expression Algebraic expression evaluatex+3 m-83*yk/4 Evie reads 30 pages per hour Tim is 2 years older than Sam Bryan runs a mile in 7 minutes

3. Lesson 1-1 Variables and Expressions: Translating from Algebraic Symbols to words. 1.Select from the following algebraic expressions: 1a. 5-n 1b.t/4 1c. 8 + q 1d. 2(h) 2.Translate from algebraic symbols to words. Give two ways to write an algebraic expression in words. 3.Write and submit your answer in the BlackBoard Discussion Board and title it “Translate from Algebraic Symbols to Words.” 4.Read and respond to at minimum one other group’s discussion. End on a positive note or compliment another student’s ideas. In groups of two, shoulder partners, use the BlackBoard discussion board to write a discussion and respond to one other group’s discussion. This task uses: Blackboard. (Assignment Question and Answers submitted on Black- Board.) Blackboard Discussion Board (where students may share and comment on each other’s submission.) Learning Objective(s): I can translate from algebraic symbols to words and verbally collaborate with classmates. CCSS.Math.Content.HSA- SSE.A.1 Interpret expressions that represent a quantity in terms of its context. CCSS.Math.Content.HSa- SSE.A.1a Interpret parts of an expression, such as terms, factors, and coefficient. A AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement.

4. Lesson 1-1 Variables and Expressions: Presentation. 1.Decide on your group member roles such as the Group structure as follows: a. Leader, b. Scribe, c. Reporter, and d. Technology person. 2.Create an algebraic expression and use substitution to evaluate it. For example: Evaluate each expression for x=8, y=4, and z=3. (x+y*2)/(x/z) 3.Groups may use CPSB approved software and you may use embedded videos to create your presentation of the selected expression and how to evaluate the expression. 4.Present to the class. In groups of four, based on seating arrangement or student selected groups, create an electronic presentation using the software and hardware of your choice as long as it is within CPSS approved technology. This task uses: Word, Excel, MakeBeliefsComix, https://www.canva.com http://freeology.com/rea ding/storyboard-with- six-boxes/ Learning Objective(s): I can create an electronic presentation using approved technology and present to the class. CCSS.Math.Content.HSA- SSE.A.1 Interpret expressions that represent a quantity in terms of its context. CCSS.Math.Content.HSa- SSE.A.1a Interpret parts of an expression, such as terms, factors, and coefficient. M MODIFICATION Technology allows for significant task redesign.

5. Lesson 1-1 Variables and Expressions: Share with another high school. 1.Decide on your group member roles such as the Group structure as follows: a. Leader, b. Scribe, c. Reporter, and d. Technology person. 2.Create an algebraic expression and use substitution to evaluate it. For example: Evaluate each expression for x=8, y=4, and z=3. (x+y*2z)/(x/z) 3. Groups may use CPSB approved software and you may use imbedded videos to create your presentation of the selected expression and how to evaluate the expression. 4.Post in Google Docs and share with another high school in our school district. (Students and Teacher will have to coordinate this effort.) In groups of four, based on seating arrangement or student selected groups, create an electronic presentation using the software and hardware of your choice as long as it is within CPSS approved technology then share it with another high school within our school district. This task uses: Google Docs or Google Drive. MakeBeliefsComix, https://www.canva.com/ https://www.canva.com/ http://freeology.com/rea ding/storyboard-with- six-boxes/ Learning Objective(s): I can create an algebraic expression and evaluate it. I can collaborate with other schools in our district. CCSS.Math.Content.HSA- SSE.A.1 Interpret expressions that represent a quantity in terms of its context. CCSS.Math.Content.HSa- SSE.A.1a Interpret parts of an expression, such as terms, factors, and coefficient. R REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable.