Learning Outcomes 
(Math) Before: Quick review on factorials and how they will relate to the upcoming lesson on the Binomial Theorem. Give students an (ELA) word bank where they can define terms they will need to know. Factorials are a large part of the Binomial Theorem and how Pascal’s Triangle gets its shape. There is a lot of math terms used in the lesson and their research. They can refer back to their definitions at any time. 
(History) Before: Students will write down important information in various categories on their story maps (ELA) to summarize the historical characters, setting, etc. once they choose a mathematician to learn about. Then, they will form small groups to share each other’s information about all of the mathematicians. 
(Math) During: Ask lots of questions to ensure students are on track to do research on their own. Allow for check-ins throughout the project to ensure students are on the right track content-wise. The content can be heavy if students are not on track. By asking them plenty of questions along the way, they can stay up to date with what should be learned. Checking in on students throughout the project will allow us to ensure they are obtaining the correct information and are understanding the point of the assignment. 
(History) During: After students form groups, they will understand how state matters can change individual histories and contribute to major themes and ideas in history by participating in an (ELA) map reading and prediction activity. 
(Math) After: Allow for reflection. Students are connecting what they learned about the Theorem to what they learned about ancient mathematicians. They are drawing connections to how time allows for ideas to formulate and become common. Math relates to everything in our world and students will benefit from seeing that. It is in history, as we are trying to get them to realize, buildings, and all of the technology. Students will see that some ideas are rejected in one generation and praised in another. Our example is that we call it Pascal’s Triangle, not Jia Xian’s Triangle. 
(History) After: Students (individually) will be able to organize their information and provide examples (of math) and information (historical facts or significant events) for each transitional period of math and their individual or national contributions during the Song Dynasty by creating their own timelines.

Wakelet for RDG 323