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es occurred on day one, the explanation and elabo ration phases on day two and the evaluation phase on day three. Lesson plans and further details on each phase of the 5E ’ s are available from the pro ject website: https://drive.google.com/open? id=1_FsIdDJYzKJoaFVYIj7QkH3qICK2VrFz Planning Planning a PBL lesson requires far more prepara tions than a standard lesson. It seems like “ student driven ” would mean that students are figuring out content by self - discovery with minimal teacher in teraction. However, PBL lessons require a massive amount of teacher interaction and planning. The planning is detailed and the teacher - student interac tions occur in the classroom by paying attention to students as they work and only offering guidance as needed.

were given approximately five minutes to work through the four problems. As the five minutes came to an end, the students were asked if anyone wanted to volunteer to show their work on the board for any of the problems. Students eagerly raised their hands and four students were chosen to demonstrate their solutions for the four problems. Showing student work was beneficial because it showed their classmates different ways to obtain a solution. After the board work, each problem was revisited through a brief class discussion lead by the students. Next, the students broke into three groups and giv en verbal instructions about the rotation flow be tween four work stations spread throughout the classroom. Students had fifteen minutes to work at each of the four stations. Once the groups had ro tated through the first three stations, everyone came back together as a whole class for the fourth sta tion. The first three stations served as the engage phase for day one in the 5E lesson plan model. At station one, the students researched stained - glass windows, on the classroom laptops, and wrote down some characteristics they saw on the “ Instructions for the Research Station ” worksheet. It was awesome to see students research stained glass windows and identifying their favorites (i.e., basketball, flowers, food, video games, etc.). Sta tion two had the “ Find the Mistakes ” worksheets, where the students had to find and explain mistakes for the incorrectly solved linear equations. Station three had the “ Graphing Station ” worksheets that had the students practice their graphing skills by finding the slope from the graph. Students worked with their group members to complete each station as the teacher circulated through the classroom, en suring everyone was on task, using probing ques tions for formative assessment, and answering questions as needed. When completed, the class came back together for the fourth E phase, explana tion, about the first three stations. Misconceptions emerged such using run/rise instead of rise/run, confusing the x and y - axes, and interpreting slope as a point. During the discussion, the teacher spe cifically talked about and demonstrated rise and run, axes, slopes and plotting points to ensure stu dents were accurately reviewing their prior content knowledge. Next, the class moved to station four where the students had to make connections be tween the concept of slope and real world situa tions. The class was taken outside, and the students were challenged to look for each type of slope in an everyday setting and write their findings on the “ Instructions for Slopes in the Real World ” work-

For this lesson, the student learning performance objectives were:

• Students will identify, classify and define all terms of a linear equation • Students will differentiate between different slope - intercept forms: standard form and point - slope form • Students will construct a graph for a linear equation

• Students will identify and define the slope

• Students will differentiate between positive, negative, zero and undefined slopes

Students will write the equation of a line when giv en a graph, two points on a line, or when given the slope and one point on the line. Implementation The PBL joined with the 5E model lesson led to an amazing three - day experience. The students were totally engaged and each day their understanding and connections between linear equations and slopes blossomed. One day one, the focus was on engaging students in the PBL lesson and ensuring that a strong under standing of foundational content was established. The “ Linear Equation Warm - Up ” worksheet was used as an individual warm - up, aligned with the 5E engagement activity model, that acted as a pre assessment to gauge student knowledge. Students

Virginia Mathematics Teacher vol. 46, no. 2

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