**1. Identify Desired Results**My big idea is that math is everywhere, math is a tool in our daily lives. Math is in architecture that we are part of; math is in everyday finance; math is part of cell phone usage; math is part of students walking to school; math is used to build our technology. Most of my students enjoy playing games; they will create a simple game using Bootstrap program. During this unit, my students will realize how much math is involved in coding, in the games that they play. Many of my students have the idea that math only happens in math class with the math teacher. However, little do they realize that math is in all the work that we do, in our daily lives. It is used as a communication for our computer codes, evidence behind the science theories, numbers assigned as values in our economy, and much more.

Many of my students wonder, “why do we have to learn this? My parents don’t know how to solve these. I don’t need this in life.” when I teach according to 7th grade math standards. My key idea for my students to understand is that math is everywhere. It is not only in my math class with the math teacher, but it is all around us.

In the past, although my students asked the questions of why it’s necessary to learn algebra in 7th grade, I have answered their questions with simple sentences such as, “because you need to.” “It’ll be on test.” Or have provided simple examples such as need for finding unit price at the grocery store for a better bargain. However, this year, I want to provide more than just simple answers. I want for my students to discover that math is everywhere. I want them to experience where and how math is in their everyday lives.

__2. Determine Acceptable Evidence__In the beginning of the year, I will survey my students on what their thoughts are with the word “math”. Then I will ask them when they use math on a typical day. After each day of helping my students open the eyes of where math is integral part of our lives, I will have students create videos to capture their moments of where they discovered math in areas that they did not think of. This video will be checked throughout the school year on student progress, but as a summative project, students will work as a group to create one final video that encompasses different “areas” of math that students have discovered. Students will be assessed on their creativity, different context of math in their lives, and technology skills.

Students, as a group, will start the school year by videotaping a real world math problem that they can create on school campus. Classmates in the classroom will solve this math problem that may be different from traditional math textbook problem. During this week, teacher will model bringing in videos or images of math that she sees in her life around her.

Following weeks, as students capture their math around them moments, teacher will ask volunteers to share one picture to inspire other students who may need extra help. As coding instruction starts using Bootstrap program, students will discover the importance of math in coding, especially order of operation. Students can further research how math is part of technology around us.

At the end of the school year, students will be surveyed on the same questionnaire from the beginning of the year on what their thoughts are with the word “math”, and when they use math on a typical day. Hopefully the result of the survey would show that students have applied that math is not only limited to math class and math problems.

__3. Plan Learning Experience & Instruction__**Context:**I work at Volta Elementary School with school population over 1,000 students in a prekindergarten to 8th grade school. My school is a neighborhood school, located in Albany Park, with 66% Latinos, 24% Asians, 7% White (Arabic), and 3% other. 90% of Volta’s students come from low income, and there are 12.5% of students who are diverse learners. 50% of students have limited English; the mobility rate is 16%. There are bilingual programs (Transitional Bilingual Education Program and Transitional Program of Instruction) offered at the school in languages: Spanish, Arabic, and Gujarati. There is Dual Language Program in Spanish from kindergarten to 7th grade. Arabic is taught in grades 6-8 to all students.

I teach 7th grade math to about 120 students, for about 90 minutes daily. One of my 4 classrooms is part of the dual language program where my students will be taught Science in Spanish from another teacher. This classroom size is 32 students while the other 3 classes are roughly about 29 students. The second class will include students that receive extra support (inclusion teacher for diverse learners). Third class will include students that need support in English (without any cognitive disabilities) so a teacher certified to teach Transitional Program of Instruction will coteach with me. My last class will include students who receive services in math with a teacher who is certified to teach Special Education. This class size will be smaller during my math instruction.

**Content:**Many of my students wonder, “why do we have to learn this? My parents don’t know how to solve these. I don’t need this in life.” when I teach according to 7th grade math standards. My key idea for my students to understand is that math is everywhere. It is not only in my math class with the math teacher, but it is all around us. Math is in architecture that we are part of; math is in everyday finance; math is part of cell phone usage. Most of my students enjoy playing games; they will create a simple game using Bootstrap program. During this unit, my students will realize how much math is involved in coding, in the games that they play. Math can also be used as a communication tool.

**Pedagogy:**Based on my students and the nature of the Computer Science for All project, my students will learn through group projects and labs/studios. In the beginning of the year, I will survey my students to learn their learning modality. Based on the feedback, I will adjust my teaching style according to their needs: tactile, auditory, visual, interpersonal, intrapersonal, and etc. Although my plan is to launch project by group projects and labs, if my students are more intrapersonal, then I will use activities that will support both working alone with building collaboration with others.

**Technology:**I have a set of 35 chromebooks available in my classroom, along with 6 desktops, and 10 iPads. Since the Chromebooks do not allow any software installation, my students will use web-based programs. iPads are available for video capture & editing, as well as many applications that are accessible for their educational use.