Merge pull request #1796 from psualumni/SW1231

Unit 5

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@@ -91,6 +91,11 @@ <h4>Activity Synthesis</h4>
   <div class="os-raise-extrasupport-body">
       <p>Before the whole-class discussion, give students time to discuss their reasoning for determining which phone falls in value more quickly. Listen for and collect vocabulary and phrases students use to describe depreciation. Write the students&rsquo; words on a visual display and update it throughout the remainder of the lesson. Be sure to emphasize the term &ldquo;growth factor&rdquo; along with associated words used to calculate it, such as &ldquo;consecutive values&rdquo; and &ldquo;dividing.&rdquo; Remind students to borrow language from the display as needed. This will help students read and use mathematical language during their partner and whole-group discussions.</p>
       <p class="os-raise-text-italicize">Design Principle(s): Support sense-making</p>
+      <p class="os-raise-extrasupport-title">Provide support for students</p>
+      <p>
+        <a href="https://k12.openstax.org/contents/raise/resources/3765a3cff09304aea8d8db39295b1c00ffd0c12f" target="_blank">Distribute graphic organizers</a>
+        to the students to assist them with participating in this routine.
+      </p>
 </div>
 </div>
 <br>

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@@ -8,11 +8,12 @@ <h4> Launch</h4>
   <div class="os-raise-extrasupport-header">
     <p class="os-raise-extrasupport-title">Support for Students with Disabilities</p>
     <p class="os-raise-extrasupport-name">Representation: Internalize Comprehension </p>
-  <div class="os-raise-extrasupport-body">
-    <p>Demonstrate and encourage students to use color coding and annotation to highlight connections between representations in a problem, for example, highlighting \(f(4)\) as written in the question and then highlighting the corresponding output value on the graph. Some students may benefit from reviewing that the \(x\)-coordinate is 4 and \(f(4)\) is the \(y\)-coordinate.</p>
-    <p class="os-raise-text-italicize">Supports accessibility for: Visual-spatial processing</p>
-  </div>
-</div>
+    </div>
+    <div class="os-raise-extrasupport-body">
+       <p>Demonstrate and encourage students to use color coding and annotation to highlight connections between representations in a problem, for example, highlighting \(f(4)\) as written in the question and then highlighting the corresponding output value on the graph. Some students may benefit from reviewing that the \(x\)-coordinate is 4 and \(f(4)\) is the \(y\)-coordinate.</p>
+       <p class="os-raise-text-italicize">Supports accessibility for: Visual-spatial processing</p>
+    </div> 
+ </div>  
 <br>
 <h4>Student Activity</h4>
 <p>The cost, in dollars, to produce 1 watt of solar energy is a function of the number of years since 1977, \(t\).</p>

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@@ -22,6 +22,18 @@ <h4>Launch</h4>
     time, in days. After the third read, invite students to brainstorm possible strategies to answer the questions. This
     helps students connect the language in the word problem and the reasoning needed to solve the problem.</p>
     <p class="os-raise-text-italicize">Design Principle(s): Support sense-making</p>
+    <p class="os-raise-extrasupport-title">Learn more about this routine</p>
+    <p>
+          <a href="https://www.youtube.com/watch?v=Q2PGJThrG2Q;&rel=0" target="_blank">View the instructional video</a>
+          and
+          <a href="https://k12.openstax.org/contents/raise/resources/bf750b41e6483d334d575e1d950851bfa07cfd26" target="_blank">follow along with the materials</a>
+          to assist you with learning this routine.
+        </p>
+        <p class="os-raise-extrasupport-title">Provide support for students</p>
+        <p>
+          <a href="https://k12.openstax.org/contents/raise/resources/06eafa198e5345452a0adbc81731e7383785aa42" target="_blank">Distribute graphic organizers</a>
+          to the students to assist them with participating in this routine.
+        </p>
 </div>
 <br>
 </div>

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@@ -19,7 +19,17 @@ <h4>Launch</h4>
     purse is the better choice or those that reference specific critical points on the graphs. This will build student
     understanding of the language of mathematical comparisons and help ensure students interpret the task correctly.</p>
     <p class="os-raise-text-italicize">Design Principle(s): Maximize meta-awareness; Cultivate conversation</p>
-
+    <p class="os-raise-extrasupport-title">Learn more about this routine</p>
+    <p>
+      <a href="https://www.youtube.com/watch?v=P_NQJdG92iA;&rel=0" target="_blank">View the instructional video</a>
+      and
+      <a href="https://k12.openstax.org/contents/raise/resources/4e340aa86ff7eda8a1076cbe2ff84123e50e8012" target="_blank">follow along with the materials</a>
+      to assist you with learning this routine.</p>
+      <p class="os-raise-extrasupport-title">Provide support for students</p>
+<p>
+  <a href="https://k12.openstax.org/contents/raise/resources/77a07fd176bcc1a05392967ab523ab95586bfc98" target="_blank">Distribute graphic organizers</a>
+     to the students to assist them with participating in this routine.
+</p>
 </div>
 </div>
 <br>
@@ -99,15 +109,21 @@ <h4>Activity Synthesis</h4>
   points in time. They de-emphasize the actual numbers, so they give a very clean comparison of the two situations.)</p>
 <p>Consider asking students to explain to a partner their response and reasoning to the last question: &ldquo;Knowing
   what you know now, which purse would you choose? Why?&rdquo;</p>
-  <div class="os-raise-extrasupport">
+
+<div class="os-raise-extrasupport">
   <div class="os-raise-extrasupport-header">
-    <p class="os-raise-extrasupport-title">Support for English Language Learners</p>
+    <p class="os-raise-extrasupport-title">Support for Students with Disabilities</p>
+    <p class="os-raise-extrasupport-name">Representation: Internalize Comprehension </p>
   </div>
   <div class="os-raise-extrasupport-body">
-      <p> Use color coding and annotations to highlight important connections between the representations for each situation
-    (Purse A or Purse B).</p>
-</div>
+    <p>Use color coding and annotations to highlight important connections between the representations for each situation
+      (Purse A or Purse B).</p>
+    <p class="os-raise-text-italicize">Supports accessibility for: Conceptual processing; Visual-spatial processing</p>
+  </div>
 </div>
+
+
+
 <br>
 <h4>5.3.3: Self Check</h4>
 <p class="os-raise-text-bold"><em>Following the activity, students will answer the following question to check their understanding of the

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@@ -43,6 +43,18 @@ <h4>Launch</h4>
       exponential or linear model. This will help students interpret real-world data and provide justification for
       choosing an exponential model.</p>
       <p class="os-raise-text-italicize">Design Principle(s): Cultivate conversation</p>
+      <p class="os-raise-extrasupport-title">Learn more about this routine</p>
+        <p>
+          <a href="https://www.youtube.com/watch?v=PF8fRA107OA;&rel=0" target="_blank">View the instructional video</a>
+          and
+          <a href="https://k12.openstax.org/contents/raise/resources/94a1159e7b81493c647515711f325771076d99b8" target="_blank">follow along with the materials</a>
+        to assist you with learning this routine.
+      </p>
+      <p class="os-raise-extrasupport-title">Provide support for students</p>
+      <p>
+        <a href="https://k12.openstax.org/contents/raise/resources/0b8a1a4ac3425e84a1d5452b3a5dffa38deb6b13" target="_blank">Distribute graphic organizers</a>
+           to the students to assist them with participating in this routine.
+      </p>
   </div>
 </div>
 <br>

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@@ -27,6 +27,18 @@ <h4> Launch</h4>
     &ldquo;decrease.&rdquo; This will build student understanding of the language of exponential decay and help ensure
     students interpret the task correctly.</p>
     <p class="os-raise-text-italicize">Design Principle(s): Maximize meta-awareness; Cultivate conversation</p>
+
+    <p class="os-raise-extrasupport-title">Learn more about this routine</p>
+    <p>
+      <a href="https://www.youtube.com/watch?v=P_NQJdG92iA;&rel=0" target="_blank">View the instructional video</a>
+      and
+      <a href="https://k12.openstax.org/contents/raise/resources/4e340aa86ff7eda8a1076cbe2ff84123e50e8012" target="_blank">follow along with the materials</a>
+      to assist you with learning this routine.</p>
+      <p class="os-raise-extrasupport-title">Provide support for students</p>
+<p>
+  <a href="https://k12.openstax.org/contents/raise/resources/77a07fd176bcc1a05392967ab523ab95586bfc98" target="_blank">Distribute graphic organizers</a>
+     to the students to assist them with participating in this routine.
+</p>
 </div>
 </div>
 <br>

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@@ -12,7 +12,7 @@ <h4>Launch</h4>
 <div class="os-raise-extrasupport">
   <div class="os-raise-extrasupport-header">
     <p class="os-raise-extrasupport-title">Support for English Language Learners</p>
-    <p class="os-raise-extrasupport-name"><!--Extra Support Name-->MLR 3: Clarify, Critique, Correct</p>
+    <p class="os-raise-extrasupport-name"><!--Extra Support Name-->MLR 3: Clarify, Critique, Correct: Conversing</p>
   </div>
   <div class="os-raise-extrasupport-body"> 
     <!--Support Content-->

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@@ -22,6 +22,17 @@ <h4> Launch</h4>
   <div class="os-raise-extrasupport-body">
     <p>To help students make sense of an exponential situation in which the graph is given before the equation, start by displaying only the first task statement and its graph. Give students 1&ndash;2 minutes to write their own mathematical questions about the situation. Invite students to share their questions with the class, and then reveal the questions. Listen for and amplify any questions seeking to write an equation, interpret the meaning of various points, or predict future trends. This will help students create questions and use language that demonstrates what they know is true about a situation given a graph first.</p>
     <p class="os-raise-text-italicize">Design Principle(s): Maximize meta-awareness; Cultivate conversation</p>
+    <p class="os-raise-extrasupport-title">Learn more about this routine</p>
+    <p>
+      <a href="https://www.youtube.com/watch?v=P_NQJdG92iA;&rel=0" target="_blank">View the instructional video</a>
+      and
+      <a href="https://k12.openstax.org/contents/raise/resources/4e340aa86ff7eda8a1076cbe2ff84123e50e8012" target="_blank">follow along with the materials</a>
+      to assist you with learning this routine.</p>
+      <p class="os-raise-extrasupport-title">Provide support for students</p>
+<p>
+  <a href="https://k12.openstax.org/contents/raise/resources/77a07fd176bcc1a05392967ab523ab95586bfc98" target="_blank">Distribute graphic organizers</a>
+     to the students to assist them with participating in this routine.
+</p>
   </div>
 </div>
 <br>
@@ -158,7 +169,7 @@ <h4> Activity Synthesis</h4>
     <p>Demonstrate and encourage students to use color coding and annotations to highlight connections between
       representations in a problem. For example, display the equation \(100=400 \cdot (b)^2\) and use color or annotations
       to illustrate how each value or variable is represented graphically.</p>
-      <p class="os-raise-text-italicize">Supports accessibility for: Visual-spatial processing; Conceptual processing/p>
+      <p class="os-raise-text-italicize">Supports accessibility for: Visual-spatial processing; Conceptual processing</p>
   </div>
 </div>
 <br>

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@@ -178,6 +178,11 @@ <h4> Activity Synthesis</h4>
           mathematical language for describing an exponential function and determining which variable is a function of the
           other.</p>
           <p class="os-raise-text-italicize">Design Principle(s): Maximize meta-awareness</p>
+          <p class="os-raise-extrasupport-title">Provide support for students</p>
+      <p>
+        <a href="https://k12.openstax.org/contents/raise/resources/3765a3cff09304aea8d8db39295b1c00ffd0c12f" target="_blank">Distribute graphic organizers</a>
+        to the students to assist them with participating in this routine.
+      </p>
   </div>
   </div>
 

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@@ -162,6 +162,18 @@ <h4>Activity Synthesis</h4>
   <div class="os-raise-extrasupport-body">
       <p>Before students share their explanations for the last question, present an incorrect answer and explanation. For example, &ldquo;5 to the power of 0 is 0, because I multiplied to get it.&rdquo; Ask students to identify the error, critique the reasoning, and write a correct explanation. As students discuss with a partner, listen for students who identify and clarify the ambiguous language in the statement. Invite students to share their critiques and corrected explanations with the class. Listen for and amplify the language students use to describe what happens when a number is raised to the power of 0 and highlight those who use patterns in the table. This helps students evaluate, and improve on, the written mathematical arguments of others as they clarify their understanding of the power of 0.</p>
       <p class="os-raise-text-italicize">Design Principle(s): Optimize output (for explanation); Maximize meta-awareness</p>
+      <p class="os-raise-extrasupport-title">Learn more about this routine</p>
+      <p>
+              <a href="https://youtu.be/lozZJ21i3mQ?si=38hDLpetnY3GRncu" target="_blank">View the instructional video</a>
+              and
+              <a href="https://k12.openstax.org/contents/raise/resources/36e324584ae01e4eafc6674ac4ec02b4ae99002c" target="_blank">follow along with the materials</a>
+              to assist you with learning this routine.
+            </p>
+            <p class="os-raise-extrasupport-title">Provide support for students</p>
+            <p>
+              <a href="https://k12.openstax.org/contents/raise/resources/76d1756428038b737f48dc515486cddceb99e2f8" target="_blank">Distribute graphic organizers</a>
+              to the students to assist them with participating in this routine.
+            </p>
 </div>
 </div>
 

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@@ -33,6 +33,18 @@ <h4>Launch</h4>
     different approaches, such as using a particular approach for a certain time interval. This will help students
     connect different approaches and determine the effectiveness of each one through partner and whole-class discussion.</p>
     <p class="os-raise-text-italicize">Design Principle(s): Cultivate conversation; Maximize meta-awareness</p>
+    <p class="os-raise-extrasupport-title">Learn more about this routine</p>
+        <p>
+          <a href="https://www.youtube.com/watch?v=PF8fRA107OA;&rel=0" target="_blank">View the instructional video</a>
+          and
+          <a href="https://k12.openstax.org/contents/raise/resources/94a1159e7b81493c647515711f325771076d99b8" target="_blank">follow along with the materials</a>
+        to assist you with learning this routine.
+      </p>
+      <p class="os-raise-extrasupport-title">Provide support for students</p>
+      <p>
+        <a href="https://k12.openstax.org/contents/raise/resources/0b8a1a4ac3425e84a1d5452b3a5dffa38deb6b13" target="_blank">Distribute graphic organizers</a>
+           to the students to assist them with participating in this routine.
+      </p>
   </div>
 </div>
 <br>

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@@ -11,9 +11,9 @@ <h4>Launch</h4>
 <div class="os-raise-extrasupport">
   <div class="os-raise-extrasupport-header">
     <p class="os-raise-extrasupport-title">Support for English Language Learners</p>
+    <p class="os-raise-extrasupport-name">MLR 2 Collect and Display: Conversing</p>
   </div>
   <div class="os-raise-extrasupport-body">
-    <p class="os-raise-extrasupport-name">MLR 2 Collect and Display: Conversing</p>
     <p>As students discuss the differences between the forms of each equation with their partner, listen for and collect the language students use: vertex, -intercept, zeros, etc. Write the students&rsquo; words and phrases on a visual display and refer to it during the discussion later in the launch. As the activity continues, update the visual display and continue to do so throughout the remainder of the lesson. Remind students to borrow language from the display as needed. This will help students read and use mathematical language during their partner and whole-class discussions.</p>
     <p class="os-raise-text-italicize">Design Principle(s): Maximize meta-awareness; Support sense-making</p>
     <p class="os-raise-extrasupport-title">Provide support for students</p>

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@@ -11,9 +11,9 @@ <h4>Launch</h4>
 <div class="os-raise-extrasupport">
   <div class="os-raise-extrasupport-header">
     <p class="os-raise-extrasupport-title">Support for English Language Learners</p>
+    <p class="os-raise-extrasupport-name">MLR 1 Discussion Supports: Writing, Conversing</p>
   </div>
   <div class="os-raise-extrasupport-body">
-    <p class="os-raise-extrasupport-name">MLR 1 Discussion Supports: Writing, Conversing</p>
     <p>Use this routine to help students improve their writing by providing them with multiple opportunities to clarify their explanations through conversation. Give students time to meet with one to two partners to share their response to the final question, “Why do you think that form is called factored form?” Provide listeners with prompts for feedback that will help their partner add detail to strengthen and clarify their ideas. For example, students can ask their partner, “Can you say more about what each expression means?” or “I understand _____, but can you clarify . . .” Next, provide students with two to three minutes to revise their initial draft based on feedback from their peers.</p>
     <p class="os-raise-text-italicize">Design Principle(s): Optimize output (for explanation)</p>
     <p class="os-raise-extrasupport-title">Provide support for students</p>

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@@ -332,6 +332,11 @@ <h4> Activity Synthesis</h4>
         based on feedback from their group. This will help students produce a written generalization for how they can
         estimate the rebound factor and use successive quotients in a real-world exponential situation.</p>
         <p class="os-raise-text-italicize">Design Principle(s): Optimize output (for explanation)</p>
+        <p class="os-raise-extrasupport-title">Provide support for students</p>
+        <p>
+          <a href="https://k12.openstax.org/contents/raise/resources/a5ae5bd09b27a5f53239a539c6009c19c92f7db7" target="_blank">Distribute graphic organizers</a>
+          to the students to assist them with participating in this routine.
+        </p>
     </div>
   </div>
 

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@@ -128,6 +128,18 @@ <h4>Activity Synthesis</h4>
           for finding the amount of change in the graph. This helps students evaluate, and improve on, the written
           mathematical arguments of others as they clarify their understanding of discrete graphs.</p>
         <p class="os-raise-text-italicize">Design Principle(s): Optimize output (for explanation); Maximize meta-awareness</p>
+        <p class="os-raise-extrasupport-title">Learn more about this routine</p>
+        <p>
+                <a href="https://youtu.be/lozZJ21i3mQ?si=38hDLpetnY3GRncu" target="_blank">View the instructional video</a>
+                and
+                <a href="https://k12.openstax.org/contents/raise/resources/36e324584ae01e4eafc6674ac4ec02b4ae99002c" target="_blank">follow along with the materials</a>
+                to assist you with learning this routine.
+              </p>
+              <p class="os-raise-extrasupport-title">Provide support for students</p>
+              <p>
+                <a href="https://k12.openstax.org/contents/raise/resources/76d1756428038b737f48dc515486cddceb99e2f8" target="_blank">Distribute graphic organizers</a>
+                to the students to assist them with participating in this routine.
+              </p>
       </div>
     </div>
 <br>