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```					                              Lesson Plan Form—Middle School
Teacher: Mark Zweig                         Week of (Dates): August 24-28, 2009
th
Unit from EBRPSS Curriculum: One (1) Fractions, Decimals, and Percents
Date    Instructional Outlines of Lesson and Materials
 Objectives: SWBT write fractions as decimals and decimals as fractions!
 GLEs:              1. .Recognize and compute equivalent representations of fractions, decimals, and
percents (i.e., halves, thirds, fourths, fifths, eighths, tenths, hundredths (N-1-M)
2. Compare positive fractions, decimals, percents, and integers using symbols
(i.e., <, ≤, =, ≥, >) and position on a number line (N-2-M)
 Agenda: Bell Ringer- Handout grades – Study for test – test fractions – Lesson – Worksheet –
HW assign - Closure

Bell Ringer and Anticipatory Set (5 minutes): Use Powerpoint W3D1
1) Write 2 fractions equivalent to ½
2) Write 2 fractions equivalent to 1/3
3) Write 2 fractions that are not equivalent and write the numbers using the greater than
Aug.     (HOTS: Analysis)
24,
2009     Check for Understanding (On-Going): (30 min)
(B Day)   Collect HOMEWORK
Study for Test
Fraction Test 0824

Teacher Instruction/Input (15 minutes):
Teach Lesson 4.7 using student note keeping guides

Glasgow rule (B.I.T.E.). We will start with Believe in Yourself and focus only on that rule for the first three days,
complete the following activities: 1. Day One - Class Discussion
- Allow students to give examples and non-examples of today’s rule and please clear up any misconceptions
Modeling (10 minutes):

Model sample PROBLEMS

Guided Practice and Interaction with Material(Reference # and Name of Activities from
Curriculum) (40 minutes):
Student Practice Workbook Pg 4.7

Closure (10 minutes) :
: In your journals covert 0.75 into 3 different fractions
Home Learning Assignment/Independent Practice:
S P Workboook, section 4.7 odd numbers only

Accommodations/Modifications: students will work in groups – calculators given to both students
requiring these modifications – auditory and visual strategies – any test questions read aloud as needed

Technology Integration: ELMO allows student participation and student directed learning strategy
Electronic interactive textbook

Materials Needed: text projection equipment – computer

Assessment (formal/informal): Formal: Homework and worksheets
Informal: interactives in games and modeling!
Instructional Outlines of Lesson and Materials
 Objectives: SWBT compare fractions and determine whether they are equivalent
 GLEs:              1. .Recognize and compute equivalent representations of fractions, decimals, and
percents (i.e., halves, thirds, fourths, fifths, eighths, tenths, hundredths (N-1-M)
2. Compare positive fractions, decimals, percents, and integers using symbols
(i.e., <, ≤, =, ≥, >) and position on a number line (N-2-M)
 Agenda: Bell Ringer- Handout grades – Study for test – test fractions – Lesson – Worksheet –
HW assign - Closure

Bell Ringer and Anticipatory Set (5-10 minutes):
In journal write down how to change a fraction into a decimal

Teacher Instruction/Input (30 minutes):
Collect and review homework – EVEN #s problem by problem
Comic Strip or Drawing - In small groups, allow students to brainstorm and draw                    pictures of
examples and non examples of today’s rule - Share work with the class

Modeling (15 minutes):

Hand out BLM for activity and explain rubric
Assign group and model an example
Check for Understanding (On-Going):
Guided Practice and Interaction with Material(Reference # and Name of Activities from
Curriculum) (50 minutes):
Activity 2: Fraction Comparisons (GLEs: 1, 2)
August 25. 2009

Materials List: several pieces of chart paper for every pair of students, Fraction Comparisons BLM for
Tuesday

(A day)

each pair of students
Students will write equivalent and nonequivalent fractions as well as inequalities to compare them.
To check the depth of understanding students have in dealing with equivalent fractions, have the
students complete the Fraction Comparisons BLM while working with a partner. Circulate around the
room and ask questions to find what strategies the students are using to find equivalent fractions.
A copy of the information provided on the BLM is reprinted below.

1. Using chart paper, complete the following situation. Be prepared to share your work in 20 minutes.
a. Write two fractions that are equivalent. Explain how you know that they are equivalent.
b. Look at the fractions you wrote in part a. Write two other fractions, one that is equivalent to
your first fraction and one that is equivalent to the second fraction.
c. Are the four fractions you have written equivalent to each other? Why or why not?
2. Using chart paper, complete the following situation. Be prepared to share your work in 20 minutes.
a. Write two fractions that are not equivalent. Tell which is larger, and explain how you know.
b. Look at the fraction you wrote in part a. Write two other fractions, one that is not equivalent to
your first fraction and another one that is not equivalent to your second fraction.
c. Order the four fractions you have written from smallest to largest, and explain how you know
the order is correct.
d. Write a mathematical statement using the symbols <, , =, , > and your fractions.
Closure (10 minutes) :
In your journals write the rule FROM MEMORY on how tell if fractions are equivalent
Home Learning Assignment/Independent Practice:
Accommodations/Modifications: students will work in groups – calculators given to both students
requiring these modifications – auditory and visual strategies – any test questions read aloud as needed
Technology Integration: ELMO allows student participation and student directed learning strategy
Electronic interactive textbook
Materials Needed: text projection equipment – computer
Assessment (formal/informal): Formal: Homework and worksheets
Informal: interactives in games and modeling!
Instructional Outlines of Lesson and Materials
 Objectives: SWBT compare integers and place them on a number line
 GLEs:            2. Compare positive fractions, decimals, percents, and integers using symbols
(i.e., <, ≤ , =, ≥, >) and position on a number line (N-2-M)
 Agenda:            Bell Ringer-“BITE”-Lesson- Worksheets-HW assign - Closure

Bell Ringer and Anticipatory Set (10 minutes):
(GLE #8) Each of the following statements is incorrect. Place a decimal point or change the
position of the decimal point in each to make each statement make sense. Justify your decision for
each decimal placement.
A. Janiqua‟s mother is 58 feet tall.
B. Kendrick was paid \$625 for baby-sitting for one hour.
C. The Landry‟s bought a turkey that weighed 140 pounds
(HOTS) (application/analysis)

Teacher Instruction/Input (20 minutes)
Review Bell Ringer

3. Day Three - Skits - In small groups, allow students to come up with short scenesf examples and non-
examples - Act out skits for the whole class, clear up misconceptions
August 26, 2009

Lesson 6.1 Integers in Note taking Guide
Wednesday

(B day)

Modeling (5 minutes):
Model 6.1

Check for Understanding (On-Going):

Guided Practice and Interaction with Material(Reference # and Name of Activities from
Curriculum) (45 minutes):
6.1 in Practice Workbook Even Problems

Closure (5-10 minutes) :
In your journals…. Define what an integer is
„
Home Learning Assignment/Independent Practice:
Complete 6.1 in Practice Workbook Even Problems

Accommodations/Modifications: students will work in groups – calculators given to both students
requiring these modifications – auditory and visual strategies – any test questions read aloud as needed

Technology Integration: ELMO allows student participation and student directed learning strategy
Electronic interactive textbook

Materials Needed: text projection equipment – computer

Assessment (formal/informal): Formal: Homework and worksheets
Informal: interactives in games and modeling!
Instructional Outlines of Lesson and Materials
 Objectives: SWBT compare integers and place them on a number line
 GLEs:            2. Compare positive fractions, decimals, percents, and integers using symbols
(i.e., <, ≤ , =, ≥, >) and position on a number line (N-2-M)
 Agenda:            Bell Ringer-“BITE”-Lesson- Worksheets-HW assign - Closure

Bell Ringer and Anticipatory Set (5 minutes):
(GLE # 2) Vermont‟s lowest temperature was -37°F, and Iowa‟s lowest
temperature was -20°F. Write a true statement using the two temperatures with
the symbol < or >. (HOTS) (application)

Teacher Instruction/Input (20 minutes):

Glasgow rule (B.I.T.E.). We will start with INTEGRITY and focus only on that rule for the first
three days, complete the following activities: 1. Day One - Class Discussion
- Allow students to give examples and non-examples of today’s rule and please clear up any
misconceptions
Lesson 6.2 hands on in electronic text (not note taking guide)
Lesson 6.3 hands on in electronic text (not note taking guide)

Modeling (5 minutes):
Lesson 6.2 hands on in electronic text (not note taking guide)
Lesson 6.3 hands on in electronic text (not note taking guide)
August 27, 2009
Thursday

(A day)

Check for Understanding (On-Going):

Guided Practice and Interaction with Material(Reference # and Name of Activities from
Curriculum) (45 minutes):
Lesson 6.2 hands on in electronic text (not note taking guide)
Lesson 6.3 hands on in electronic text (not note taking guide)

6.2 in Practice Workbook 1, 6, 11, etc
6.3 in Practice Workbook 1, 6, 11, etc

Closure (10 minutes) :
In your workbook explain why 4-9 is not equal to 5!

Home Learning Assignment/Independent Practice:
Complete:
6.2 in Practice Workbook 1, 6, 11, etc
6.3 in Practice Workbook 1, 6, 11, etc

Accommodations/Modifications: students will work in groups – calculators given to both students
requiring these modifications – auditory and visual strategies – any test questions read aloud as needed

Technology Integration: ELMO allows student participation and student directed learning strategy
Electronic interactive textbook

Materials Needed: text projection equipment – computer

Assessment (formal/informal): Formal: Homework and worksheets
Informal: interactives in games and modeling!
Instructional Outlines of Lesson and Materials
 Objectives: SWBT compare integers and place them on a number line
 GLEs:            2. Compare positive fractions, decimals, percents, and integers using symbols
(i.e., <, ≤ , =, ≥, >) and position on a number line (N-2-M)
 Agenda:            Bell Ringer-“BITE”-Quiz- Constructive response-HW assign - Closure

Bell Ringer and Anticipatory Set (5-10 minutes):

Teacher Instruction/Input (20 minutes):
Comic Strip or Drawing - In small groups, allow students to brainstorm and draw           pictures of
examples and non examples of today’s rule - Share work with the class

Review HW

Hand Out Louisiana State Rubric

Modeling (10 – 15 minutes):
August 28, 2009
(A day)
Friday

Check for Understanding (On-Going):

Guided Practice and Interaction with Material(Reference # and Name of Activities from
Curriculum) (50 minutes):

Take Integers Quiz
Do Constructive Response Game (see attached)

Closure (5-
10 minutes) :

Home Learning Assignment/Independent Practice:

Accommodations/Modifications: students will work in groups – calculators given to both students
requiring these modifications – auditory and visual strategies – any test questions read aloud as needed

Technology Integration: ELMO allows student participation and student directed learning strategy
Electronic interactive textbook

Materials Needed: text projection equipment – computer

Assessment (formal/informal): Formal: Homework and worksheets
Informal: interactives in games and modeling!
Group Members:________________________________________________________
Date:_______________________________ Hour:_____________________________

Mr. Z’s Cool Math Classes - Group Activity #2
Rubric: 7 sections 5 points each – 2 for trying, 3 for a little close, 4 for
close, and 5 for completely correct!

1. Using chart paper, complete the following situation. Be prepared to share your work in 20
minutes.

a. Write two fractions that are equivalent. Explain how you know that they are
equivalent.

b. Look at the fractions you wrote in part a. Write two other fractions, one that is
equivalent to your first fraction and one that is equivalent to the second fraction.

c. Are the four fractions you have written equivalent to each other? Why or why not?

2. Using chart paper, complete the following situation. Be prepared to share your work in 20
minutes.

a. Write two fractions that are not equivalent. Tell which is larger, and explain how you
know.

b. Look at the fraction you wrote in part a. Write two other fractions, one that is not
equivalent to your first fraction and another one that is not equivalent to your second
fraction.

c. Order the four fractions you have written from smallest to largest, and explain how
you know the order is correct.

d. Write a mathematical statement using the symbols <, , =, , > and your fractions.

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