Transcript Math Resource Lesson Plans 6th Grade September 16

Math Resource Lesson Plans
6th Grade
October 14-18, 2013
Carolyn Toomer
Differentiation
A variety of methods will be used to accommodate
the needs of individual learners such as:
• IEP’s and 504 Plans are followed
• hands-on activities
• discussions through whole group and shoulder
buddies
• informational text strategies (steps to problems)
• note taking
Grouping
• Students are grouped by Kagan strategies
using shoulder partners for supported
activities only. Groups and seating may be
changed depending on activities that are
taking place daily.
Assessment
• CFU throughout the lesson and in closure. I
will be looking for at least 80% skill mastery
daily.
Complete Weekly Agenda
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Bell Work
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
CFU
Guided Practice (We Do)
CFU
Closure/ Homework
Independent Practice ( You Do)
Early Finishers: Learning Math with Technology (Students work quietly on
laptops-word problem math game of their choice.)
• HAVE A GREAT DAY!
Monday’s Bell Work
10-14-13
Solving Application Word Problems
A civil engineer counted the number of cars that passed
through an intersection. If 2, 457 cars passed through the
intersection in one hour, how many cars would pass through
the intersection in 8 hours?
a. Read and Understand: _______________________________
b. Make a plan:_______________________________________
c. Solve the problem:_________________________________
Monday’s Agenda
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Bell Work
Review Essential Question
Relevance
Prior learning
I Do/ We Do/ You Do
Closure/ Homework
Early Finishers:
– Did I finish my homework last night?
– Learning Math with Technology (Students work quietly on laptops-word problem math
game of their choice.)
•
HAVE A GREAT DAY!
Relevance:
The binoculars magnify the otter.
(Trillion, billion, million,
thousand, ones.)
Standards
• 4. NBT.A.3 Use place value understanding to
round multi-digit whole numbers to any
place.
Key Terms
• Comma- each group of three-digits separated
by a comma in a multi-digit number
• Place Value- determines the value of a digit in
a number based on the location of the digit
• Short Word Form – A number written in
both words and numbers. Write the
numbers between the commas and then
write the name of the period those numbers
represent.
3,698,123,789
Modeling and Guided Practice
Level F Module 1 Vmath
Lesson 5:Writing Whole Numbers Using Words
Modeling: Teacher will open the lesson by
completing problems 1-6, page 9 and providing
Guided practice while students complete
Guided Practice section examples 7-10.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson
with them.)
Closure
• Review today’s lesson
• Allow students time (5 minutes) to ask
questions about the lesson and provide
feedback
• Give Homework
Check for Understanding
Independent practice: Students will complete page
10, problems11-20 independently. Students may
choose a shoulder buddy to work with during this
time.
Teacher will circulate the room and provide extra
support during activity. (CFU)
• Have a Great Day!
Tuesday’s Bell Work
10-15-13
Solving Application Word Problems
Brianna practices playing guitar for 60 minutes each
day. How many minutes does she practice in one
week? How many minutes would she practice in 4
weeks?
a) Read and Understand: _______________________________
b) Make a plan:_______________________________________
c) Solve the problem:__________________________________
Tuesday’s Agenda
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Bell Work
Review Essential Question
Relevance
Prior learning
I Do/ We Do/ You Do
Closure/ Homework
Early Finishers:
– Did I finish my homework last night?
– Learning Math with Technology (Students work quietly on
laptops-word problem math game of their choice.)
• Quiz Friday/HAVE A GREAT DAY!
Essential Question
• How to write numbers through billions using
digits?
Relevance:
• 4. NBT.A.3 Use place value understanding to
round multi-digit whole numbers to any
place.
Accessing Prior Knowledge:
Writing numbers in digit form is much faster
than writing them in word form. Can you
imagine how life would be if we did not have
numbers in digit form? How would the store
labels look? What about the time on clocks?
Standards
6.EE.3 Apply the properties of operations to
generate equivalent expressions.
Key Terms
• Comma- each group of three-digits separated
by a comma in a multi-digit number
• Place Value- determines the value of a digit in
a number based on the location of the digit
• Short Word Form – A number written in
both words and numbers. Write the
numbers between the commas and then
write the name of the period those numbers
represent.
3,698,123,789
Modeling and Guided Practice
Level F Module 1 Vmath
Lesson6: Writing Whole Numbers Using Digits
Modeling: Teacher will open the lesson by
completing problems 1-6 in the Vmath skill book
page 11 and providing Guided practice while
completing examples 6 through 9.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
Closure
• Review today’s lesson
• Allow students time (5 minutes) to ask
questions about the lesson and provide
feedback
• Homework
Check for Understanding
Independent practice: (Problems 10-20 and Test
Prep, page12 Independent Practice section)
Students will complete this section independently.
Students may use a shoulder buddy to work with.
Teacher will circulate the room and provide extra
support during activity. (CFU)
• Have a Great Day!
Wednesday’s Bell Work
10-16-13
Cindy has 4 one dollar bills, 7 quarters, 5 dimes,
5 nickels and 4 pennies. How much money does
she have?
a. Read and Understand: _______________________________
b. Make a plan:_______________________________________
c. Solve the problem:__________________________________
Agenda
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•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
I Do/ We Do/ You Do
Closure/ Homework
Early Finishers:
– Did I finish my homework last night?
– Learning Math with Technology (Students work quietly on
laptops-word problem math game of their choice.)
• Quiz Friday/ HAVE A GREAT DAY!
Essential Question
• How do I compare whole numbers through
billions?
9 zeros
1,000,000,000
Key Terms
• Comma- each group of three-digits separated
by a comma in a multi-digit number
• Place Value- determines the value of a digit in
a number based on the location of the digit
• Short Word Form – A number written in
both words and numbers. Write the
numbers between the commas and then
write the name of the period those numbers
represent.
3,698,123,789
Relevance:
Let’s talk Billions!!!
Accessing Prior Knowledge:
Have you ever heard of people being referred to as
billionaires? Well these people have a total dollar asset
of at least a billion dollars. Do you ever wonder what it
would be like to have a billion dollars? What would
your life be like?
Standards
• 4. NBT.A.3 Use place value understanding to
round multi-digit whole numbers to any
place.
Modeling and Guided Practice
Level F Module 1 Vmath
Lesson 7:Comparomg Whole Numbers
Modeling: Teacher will open the lesson by completing
problems 1-7, page13 and providing Guided practice
while students complete examples 8-11.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
Closure
• Review today’s lesson
• Allow students time (5 minutes) to ask
questions about the lesson and provide
feedback
• Homework
Check for Understanding
Independent practice: Students will complete the
independent practice section 12-22 and Test Prep
section on page 14 independently. Students may
choose a shoulder buddy to work with at this time.
Teacher will circulate the room and provide extra
support during activity. (CFU)
• Have a Great Day!
Thursday’s Bell Work
10-17-13
Write the expression for each. Solve.
1. Britian earned $9 doing chores. He put $5 in his bank and
spent $4 on a new notebook.
2. Sandy had 4 homework assignments for math and 3 for ELA.
She only completed 6 assignments.
a. Read and Understand: _______________________________
b. Make a plan:_______________________________________
c. Solve the problem:__________________________________
Agenda
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•
•
•
•
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Bell Work
Review Essential Question
Relevance
Prior learning
I Do/ We Do/ You Do
Closure/ Homework
Early Finishers:
– Did I finish my homework last night?
– Learning Math with Technology (Students work quietly on laptopsword problem math game of their choice.)
• Quiz Friday/HAVE A GREAT DAY!
Essential Question:
How to order whole numbers through billions ?
For example, to compare 121,112,010,212 and
121,122,010,212 you would stack them then compare.
The digit in red is the first place value that is different
thus making 121,122,010,212 the larger number.
121,112,010,212.
121,212,010,212.
Using this method, you could take any list of numbers
and find the largest, smallest, and/or order them from
least to greatest or greatest to least.
Relevance:
Order is necessary when working with place value!
Accessing Prior Knowledge:
The most effective way to compare and order
whole numbers is to stack the numbers on
top of each other being sure to line up the
decimals. (in the case where no decimal is
visible, know that it always falls to the right
of the ones place) After stacking the numbers
begin at the left most digits and compare. As
soon as the digits (above and below) are
different, you know which number is bigger.
(CFU)
Standards
• 4. NBT.A.3 Use place value understanding to
round multi-digit whole numbers to any
place.
Modeling and Guided Practice
Level F Module 1 Vmath
Lesson 8: Ordering Whole Numbers
Modeling: Teacher will open the lesson by
completing problems 1-4, page 15 and
providing Guided practice while students
complete Guided Practice section examples 5-6.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson
with them.)
Closure
• Review today’s lesson
• Allow students time (5 minutes) to ask
questions about the lesson and provide
feedback
• Give Homework
Check for Understanding
Independent practice: Students will complete page
16, problems 7-17 and Test Prep Section
independently. Students may choose a shoulder
buddy to work with during this time.
Teacher will circulate the room and provide extra
support during activity. (CFU)
• Have a Great Day!
Friday’s Bell Work
10-18-13
Mixed Review
1. 44 + 29=
2. 35-27=
3. 19+ 49=
4. 59-31=
5. Draw the fraction 1/6.
6. Write the value of the digit 3 in the number 4,389 and 530.
7. Complete.
56,891= 50,000+_____+800+90+1
37,905= _______+7,000+900+5
Agenda
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Bell Work
Review Essential Questions
Relevance
Prior learning
Review for Post Test
Module 4 Vmath Post Test
Early Finishers:
– Did I finish my homework last night?
– Learning Math with Technology (Students work quietly on laptops-word problem math
game of their choice.)
• HAVE A GREAT WEEKEND!
Essential Question
• How do I round whole numbers?
Relevance:
Numbers that look nice in our mind are numbers that usually
end with a zero such as 10, 30, 200.
Therefore, when rounding numbers, it usually means that you
are going to try to put zero(s) at the end
Numbers can be rounded to the nearest ten, hundred, thousand,
ten-thousand, etc...
Rounded numbers are only approximates; they never give exact
answers
Standards
• 4. NBT.A.3 Use place value understanding to
round multi-digit whole numbers to any
place.
Modeling and Guided Practice
Level F Module 1 Vmath
Lesson 9:Rounding Whole Numbers
Modeling: Teacher will open the lesson by
completing problems 1-7, page 17 and providing
Guided practice while students complete Guided
Practice section examples 8-11.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
Closure
• Review today’s lesson
• Allow students time (5 minutes) to ask
questions about the lesson and provide
feedback
• Give Homework
Check for Understanding
Independent practice: Students will complete page
18, problems 12-22 and Test Prep Section
independently. Students may choose a shoulder
buddy to work with during this time.
Teacher will circulate the room and provide extra
support during activity. (CFU)
• Have a Great Day!
th
7
Grade
Lesson Plans
Math Resource Lesson Plans
7th Grade
October 14-18, 2013
Carolyn Toomer
Differentiation
A variety of methods will be used to accommodate
the needs of individual learners such as:
• IEP’s and 504 Plans are followed
• hands-on activities
• discussions through the whole group and
partner
• informational text strategies (steps to problems)
• note taking
Grouping
• Students are grouped by Kagan strategies
using shoulder partners for group activities.
Groups are changed depending on activity
taking place.
Assessment
• CFU throughout the lesson and in closure. I
will be looking for at least 80% skill mastery
daily.
Monday’s Bell Work
10-14-13
Solving Application Word Problems
A civil engineer counted the number of cars that passed
through an intersection. If 2, 457 cars passed through the
intersection in one hour, how many cars would pass through
the intersection in 8 hours?
a. Read and Understand: _______________________________
b. Make a plan:_______________________________________
c. Solve the problem:__________________________________
Agenda
•
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
(I Do)
(We Do)
Closure/ Homework
( You Do)
Early Finishers: Work on regular education classroom projects or
classwork that students may need extra help completing.
• HAVE A GREAT DAY!
Essential Question
• How to multiply two decimal numbers?
Relevance:
• In the next seven years, before your students
graduate from high school, how many times
will these students use a computer, work with
a calculator, solve problems involving money,
or use medical and scientific information?
Multiplying and dividing decimals will often
be involved with all of these activities. It is
important that students have a solid
understanding of these operations.
Accessing Prior Knowledge:
Candace measured rainfall in her rain gauge for
one week. Her average daily measurement was
0.3 inches. How much rain fell during the week?
This problem, which involves finding the product
of a whole number and a decimal, can be solved
in different ways.
(CFU)
Standards
6.NS.3 Fluently multiply multi-digit decimals
using the standard algorithm for the operation.
Modeling and Guided Practice
Level H Module 1 Vmath
Lesson 6: Multiplying Decimals -Reteach Lesson
Teacher will review this lesson with students because
they are struggling with the skill multiplying decimals.
Teacher will provide modeling and guided practice by
completing the Vmath Reteach lesson.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
Closure
• Review today’s lesson
• Allow students time (5 minutes) to ask
questions about the lesson and provide
feedback
• Homework
Check for Understanding
Independent practice: Students will complete a teacher
made multiplying decimals informal assessment
independently. Students may choose a shoulder buddy
to work with during this time.
Teacher will circulate the room and provide extra
support during activity. (CFU)
• Have a Great Day!
Tuesday’s Bell Work
10-15-13
Solving Application Word Problems
Brianna practices playing guitar for 60 minutes each
day. How many minutes does she practice in one
week? How many minutes would she practice in 4
weeks?
a.
b.
c.
d.
Read and Understand: _______________________________
Make a plan:_______________________________________
Solve the problem:__________________________________
Check the answer:__________________________________
Agenda
•
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/ Homework
Independent Practice ( You Do)
Early Finishers: Work on regular education classroom projects or
classwork that students may need extra help completing.
• HAVE A GREAT DAY!
Essential Question
• How to divide decimal numbers by
whole numbers?
“I am looking for at least 80% skill mastery”
Math Antics Video
Youtube Video Demonstrating the steps for
Long Division
• http://www.youtube.com/watch?v=LGqBQr
UYua4
“Dividing a Decimal by a Whole
Number”
Example: Divide 9.1 by 7
Ignore the decimal point and use Long Division:
_13
7 )91
9
7__
21
21
0
Put the decimal point in the answer directly above the decimal point in the dividend:
•
1.3
•
7 )9.1
•
The answer is 1.3
Relevance:
• In the next seven years, before you graduate
from high school, how many times will you
use a computer, work with a calculator, solve
problems involving money, or use medical
and scientific information? Multiplying and
dividing decimals will often be involved with
all of these activities. It is important that
students have a solid understanding of these
operations.
Accessing Prior Knowledge:
Rebecca enjoys pushing her scooter around the
city-park pond after school and on weekends. If
she circles the pond 7 times and travels a total
distance of 5.88 km, what is the distance
around the pond?
To divide a decimal by a whole number, divide
the dividend, disregarding the decimal point.
Then place the decimal point in the quotient
directly above the decimal point in the dividend.
Standards
6.NS.3 Fluently divide multi-digit decimals
using the standard algorithm for the operation.
Modeling and Guided Practice
Level H Module 1 Vmath
Lesson 7: Dividing Decimals by Whole Numbers
Modeling: Teacher will open the lesson by reviewing
problems 1-3 p. 27 in the Vmath skill book and
providing Guided practice while completing problems
4-7 in the Try It Together section.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
Closure
• Review today’s lesson
• Allow students time (5 minutes) to ask
questions about the lesson and provide
feedback
• Homework
Check for Understanding
Independent practice: Students will complete Vmath
page 29 Skill Building New and Review section
problems 18-26 independently. Students may work
with a shoulder buddy to complete these problems.
Teacher will circulate the room and provide extra
support during activity. (CFU)
• Have a Great Day!
Wednesday’s Bell Work
10-16-13
Cindy has 4 one dollar bills, 7 quarters, 5 dimes,
5 nickels and 4 pennies. How much money does
she have?
a. Read and Understand: _______________________________
b. Make a plan:_______________________________________
c. Solve the problem:__________________________________
Agenda
•
•
•
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
CFU
Guided Practice (We Do)
CFU
Closure/ Homework
Independent Practice ( You Do)
Early Finishers: Work on regular education classroom projects or
classwork that students may need extra help completing.
• HAVE A GREAT DAY!
Essential Question
• How to divide a decimal by a decimal ?
“I am looking for at least 80% skill mastery”
A Tip for Solving Division Problems
• Dividing Decimals
• Quick method: use Long Division without the
decimal point,
then re-insert the decimal point in the
answer.
How to do long division?
• http://www.mathsisfun.com/long_division.html
• The number to be divided into is known as the dividend
• The number which divides the other number is known as the
divisor
Relevance:
• Being able to divide and multiply are skills
that you will use the rest of your lives. These
skills are often used to solve other math
problems such as, order of operation
problems that requires you to add, subtract,
multiply and divide.
Accessing Prior Knowledge:
Gloria spent Saturday participating in the local
township Clean Scene day. She and her family walked
along the rural roads picking up litter and trash that
had accumulated over the winter. They cleaned a total
of 4.2 miles of roadway. If they averaged about 0.6
miles of road per hour, how long did they spend
picking up litter?
We want to know how many 0.6 mile are in 4.2 miles.
Find 4.2 ÷ 0.6.
(CFU)
Standards
6.NS.3 Fluently divide multi-digit decimals
using the standard algorithm for the operation.
Modeling and Guided Practice
Level H Module 1 Vmath
Lesson 8: Dividing Decimals by Decimals
Modeling: Teacher will open the lesson by reviewing
problems 1-3, p. 31 in the Vmath skill book and
providing Guided practice will be completed while
completing problems 4-7 in the Try it Together
section.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
Closure
• Review today’s lesson
• Allow students time (5 minutes) to ask
questions about the lesson and provide
feedback
Check for Understanding
Independent practice: Students will complete
problems 8-19 in the Skill Building: New and
Review Section. Students may work with a should
partner to complete problems.
Teacher will circulate the room and provide extra
support during activity. (CFU)
• Have a Great Day!
Thursday’s Bell Work
10-17-13
Write the expression for each. Solve.
1. Britian earned $9 doing chores. He put $5 in
his bank and spent $4 on a new notebook.
2. Sandy had 4 homework assignments for
math and 3 for ELA. She only completed 6
assignments.
Agenda
•
•
•
•
•
•
•
•
•
Bell Work
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/ Homework
Independent Practice ( You Do)
Early Finishers: Work on regular education classroom projects or
classwork that students may need extra help completing.
• HAVE A GREAT DAY!
Accessing Prior Knowledge:
We have been talking about different
decimal operations for about 2 weeks.
Today we are going to talk about
estimating and rounding decimal
numbers. (CFU)
Essential Question
How to round and estimate a decimal number?
“I am looking for at least 80% skill mastery”
Relevance:
• Estimating is a math skill that is used daily by
each of us. For example, when asked how far
do you live from the school? Most of you
would give an estimate of the distance
because this is not something that you truly
needed need to know. Do you know exactly
how far your house is from Hartsville Middle
School?
Accessing Prior Knowledge:
Do you know what estimating really
means in math?
Standards
6.NS.3 Fluently divide and multiply multi-digit
decimals using the standard algorithm for the
operation.
Modeling and Guided Practice
Level H Module 1 Vmath
Lesson 9: Rounding and Estimating Decimals
Modeling: Teacher will open the lesson by reviewing
problems 1-6 p. 35 in the Vmath skill book and
providing Guided practice while completing problems
5-10 in the Try It Together section page 36.
(CFU- if students demonstrate their lack of
understanding, I will go back over the lesson with
them.)
Closure
Allow students time (5 minutes) to ask questions
about today’s lesson and provide feedback.
Check for Understanding
Independent practice: Students will complete
problems 11-26 in the Skill Building: New and Review
Section. Students may work with a shoulder partner to
complete problems.
Teacher will circulate the room and provide support
during activity. (CFU)
• Have a Great Weekend!
Friday’s Bell Work
10-18-13
1. 16.347
+12.234
4. 2.34
x 3.2
2.
5.
35.246
+122.350
3.
3.84 divided by .2=
2.735
-1.206
Agenda
•
•
•
•
•
Bell Work
Review Bell work
Answer Questions
Begin Decimal Quiz
Early Finishers: Work on regular education classroom projects or
classwork that students may need extra help completing.
• Use laptops to work quietly on math game of choice.
• HAVE A GREATWEEKEND!!!