Geometry-Proportions-Shapes

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Geometry-Proportions-Shapes Powered By Docstoc
					Names: __________________
Grade Level: 5th
Subject: Math
Date: March 12, 2007


                          Lesson Plan Introduction

       The following five-day lesson plan is designed to demonstrate to students

the pervasive nature of math and math concepts that are already present in their

world. In other words, math does not exist in a vacuum---these concepts extend

far beyond their textbooks and far beyond the walls of their school.

       Each of the lesson plans herein are introduced to the students with an

image retrieved from the Library of Congress, an important resource that children

should be aware of. Each image is drawn from the Chicago archives with a view

toward helping kids make clearer connections to their community, from Chicago

City Hall to Soldier Field; and from The Chicago Stock Exchange to the Chicago

History Museum.

       The lessons and the activities embedded in them should help kids develop

a sense of, and interest in, the world of math that exists and surrounds them in

their everyday lives.




               Lesson Plan Outline – MONDAY
                                                                 Math/Science Learning
                                                                 skills
Names: ____________                                              _*_Investigations
Grade Level: 5th                                                 _*_Evaluating
                                                                 _*_Recording Data
Subject: Math                                                    _*_ Interpreting/Analyzing
Date: March 12, 2007                                             __Designing questions
                                                                 _*_Listening
                                                                 _*_Designing
                                                                 Tables/Charts
                                                                 _*_ Number Fluency
                                                                 _*_Computational
                                                                           Fluency
                                                                           _*_Algebraic Reasoning

                                                                           Process Skills
                                                                           _*_Analyzing
                                                                           __Guess & Check
                                                                           _*_Developing
                                                                           Metacognition
                                                                           _*_Measuring
                                                                           _*_Classifying
                                                                           _*_Predicting
                                                                           _*_Generalizing
                                                                           _*_Justifying solutions
                                                                           _*_Organizing/comparing
                                                                           _*_Communicating
                                                                           _*_Investigating
                                                                           _*_Describing
                                                                           _*_Comparing
                                                                           _*_Looking for patterns

                                                                           Problem Solving Skills
                                                                           _*_Identifying problem
                                                                           _*_Designing
                                                                           Implementation plan
  Geometry/Proportions/Shapes (45 minutes)                                 _*_Collect information
                                                                           _*_Organization data
                                                                           _*_Representation
                                                                           _*_Analyze data
                                                                           _*_Present Data
National/State/District Alignment:                                         _*_Check sensibility of
   STATE GOAL 7: Estimate, make and use measurements of                    solution
                                                                           __Evaluation plan
objects, quantities and relationships and determine                        _*_Communicating
acceptable levels                                                          _*_Estimating
                      of accuracy.                                         Strategies
   A. Measure and compare quantities using appropriate units,              __KWL
                                                                           _*_Cooperative Learning
        instruments and methods.                                           _*_Demonstrations
        7.A.2a Calculate, compare and convert length, perimeter, area,     __Drill & Practice
    weight/mass and volume within the customary and metric systems.        _*_Games
    B. Estimate measurements and determine acceptable levels of            __Field Trips
                                                                           __Journals
accuracy.                                                                  __Drama
        7.B.2a Determine and communicate possible methods for              _*_Reading/Writing
estimating a given measure, selecting proper units in both customary and   _*_Discussion
                                                                           _*_Groups/individuals
metric                                                                     projects
               systems.                                                    _*_Brainstorming
    C. Select and use appropriate technology, instruments and
                                                                           Equity
formulas to solve problems, interpret results and communicate              _*_Heterogeneous
findings.                                                                  grouping
       7.C.2a Describe relationships in a simple scale drawing.            _*_Meaningful problems
                                                                           _*_Decode rules & codes
                                                                           _*_Wait time
STATE GOAL 8: Use algebraic and analytical methods to                      _*_Discipline
identify and describe patterns and relationships in data, solve            _*_Teacher/student
                                                                           interactions
problems                                                                   _*_Quality of feedback
                 and predict results.                                      _*_Knows student culture
                                                                           _*_Knows students
    A. Describe numerical relationships using variables and                strengths
patterns.                                                                  _*_Inquiry-based

       8.A.2a Identify, describe, extend and create geometric and          Technology
numeric patterns                                                           __Films
                                                                           __Laser disc
                                                                           __Computer software
                                                                           __VCR/DVD
Instructional Objective(s):                                         __Calculators
                                                                    _*_Digital
    Objectives for this lesson: Students will be able               Camera/Scanner
to…                                                                 _*_Web-based
                                                                    Resources
      1. Identify geometric shapes and patterns as
they are applied to architectural building design.
      2. List different geometric shapes and patterns
          used by architects and builders.
      3. Understand how geometry, measurement,
          pattern,      and    symmetry        influence
          architecture.
      4. Examine uses of geometry and patterns in
          architecture.

Vocabulary:
     Various geometric shapes, including square, rectangle,
circle, oval, arch, diamond, triangle. Also discuss architecture,
design, pattern, symmetrical and asymmetrical, proportion.

Materials:
   1. LCD projector, screen, and laptop.
   2. Black and white image of the New City Hall Building,
Chicago (1910). Retrieved from Library of Congress
(LOV.GOV), cited as
      DN-0008404, Chicago Daily News negative collection,
Chicago Historical Society.
   3. Two- and three-dimensional geometric manipulatives.

Teaching Strategies:
       Anticipatory Set: What is the Library of Congress?
[Briefly describe LOC as the world’s largest library and our
country’s oldest
       cultural center. Easy access is made possible to it
through the use of the internet.]

      Display image on LCD; ask if anyone has been to
downtown Chicago and been in or has seen City Hall. Ask
them to describe
      other buildings that might have a similar appearance.

Practice

     Guided
      Ask students to identify all the various geometric
shapes and patterns they can find in the City Hall image.

      Independent practice
       Have students work in pairs to draw and label as many
of the individual geometric shapes as they can that comprise
City Hall.

       Differentiated adjustments
       Have students pretend they are architects hired by the
City of Chicago to design and draw an addition to City Hall
that is consistent with the existing building. They will focus on
proportion and pattern. Each drawing will be approved by the
teacher. This activity can accommodate various skill levels
and modalities. For example, not as much detail will be
required of less advanced students.

       Closure
        Have students present their drawings to the class with
a brief (1-2 minutes) explanation of their design.

Assessments(Teacher made tests, journals, project report,
observations, portfolios, written report, oral response,
drawing, project)
      Collect student drawings as part of the unit
assessment.

Lesson Evaluation
    Personal reflection (How did I feel about my delivery?
     Have I used student’s assessment data to develop
     next steps? Have I been able to engage all students in
     a meaningful way?)


      Professional development needs (Common planning
       time,. Consultant, in-service workshop, conference,
       study group, individual study).



               Lesson Plan Outline – TUESDAY
                                                                    Math/Science Learning
                                                                    skills
                                                                    _*_Investigations
                                                                    _*_Evaluating
                                                                    _*_Recording Data
                                                                    _*_
                                                                    Interpreting/Analyzing
                                                                    __Designing questions
                                                                    _*_Listening
                                                                    _*_Designing
                                                                    Tables/Charts
                                                                    _*_ Number Fluency
                                                                    _*_Computational
                                                                 Fluency
                                                                 _*_Algebraic Reasoning

                                                                 Process Skills
                                                                 _*_Analyzing
                                                                 __Guess & Check
                                                                 _*_Developing
                                                                 Metacognition
                                                                 _*_Measuring
                                                                 _*_Classifying
                                                                 _*_Predicting
                                                                 _*_Generalizing
                                                                 __Justifying solutions
                                                                 _*_Organizing/comparin
                                                                 g
                                                                 _*_Communicating
                                                                 _*_Investigating
                                                                 _*_Describing
                                                                 _*_Comparing
                                                                 _*_Looking for patterns

                                                                 Problem Solving Skills
                                                                 _*_Identifying problem
                                                                 _*_Designing
                                                                 Implementation plan
                                                                 _*_Collect information
                                                                 _*_Organization data
                                                                 _*_Representation
                                                                 _*_Analyze data
                                                                 _*_Present Data
                                                                 _*_Check sensibility of
 Field Trip (1/2 day field trip, plus 45 minutes                 solution
                                                                 _*_Evaluation plan
                    in class)                                    _*_Communicating
                                                                 _*_Estimating

                                                                 Strategies
                                                                 __KWL
National/State/District Alignment:                               _*_Cooperative Learning
   See Monday’s ISBE Goals and Standards.                        _*_Demonstrations
                                                                 __Drill & Practice
                                                                 _*_Games
Instructional Objective(s):                                      _*_Field Trips
                                                                 __Journals
     RATIONALE FOR FIELD TRIP:                                   __Drama
      1. Enrich student learning and curricular                  _*_Reading/Writing
                                                                 _*_Discussion
          objectives; expand related vocabulary.                 _*_Groups/individuals
      2. Extend      classroom    activities to  gain            projects
                                                                 _*_Brainstorming
          perspective of real world in language arts,
          social studies, math, and science.                     Equity
                                                                 _*_Heterogeneous
      3. Develop student appreciation, application,              grouping
                                                                 _*_Meaningful problems
          and higher-level understanding of arts and             _*_Decode rules &
          sciences.                                              codes
                                                                 _*_Wait time
      4. Develop an understanding of, and make                   _*_Discipline
          connections to, the history surrounding                _*_Teacher/student
                                                                 interactions
          Chicago.                                               _*_Quality of feedback
                                                                 _*_Knows student
                                                                 culture
 Activity:                                                       _*_Knows students
                                                                 strengths
   Each student shall photograph or sketch his or her favorite   _*_Inquiry-based
architectural or geometric design. When we return to class,
                                                                 Technology
each student will be given a square of construction paper in     __Films
varying colors on which to draw their item. All the squares will    __Laser disc
                                                                    __Computer software
be combined on our class bulletin board to form our “Field Trip     __VCR/DVD
Quilt”.                                                             __Calculators
                                                                    _*_Digital
                                                                    Camera/Scanner
Materials:                                                          _*_Web-based
                                                                    Resources
  1. LCD projector, screen, and laptop.
  2. Image of purple quilt. Retrieved from the Library of
      Congress (LOV.GOV) digital collection ID: afcqltle
      le002, call number AFC 1997/011: folder 8933 P1.
  3. Request for bus transportation.
  4. Parental permission slips.
  5. Personal cameras or sketch paper and pencil.
  6. 6” X 6” construction paper of varying colors.
  7. Markers.

Teaching Strategies:
      Anticipatory Set
      Talk about historical significance of quilts and quilting.
This quilt won 2nd place in the national competition in 1992; it
currently resides in River Forest, Illinois, just outside of
Chicago. The title of the quilt is Adwiniasa, a Ghana
translation meaning “my skill is exhausted”.
      Remind students to be on the look-out for geometric
shapes and patterns as discussed in class yesterday and that
would be suitable for their quilt patch as part of the class
project.

Practice

       Guided
       Field trip to Chicago History Museum (formerly Chicago
Historical Society).

       Independent practice
       Students are to choose and design a square patch for
the class field trip quilt.

        Differentiated adjustments
        Each student is to complete a square for the field trip
quilt to the best of his or her ability.

      Closure
      In class, have students draw their square patch for the
class quilt. As the students finish their work, pin or staple the
squares to the
      bulletin board to form the quilt.
Assessments(Teacher made tests, journals, project report,
observations, portfolios, written report, oral response, drawing,
project)
       Upon returning from the field trip, have students work
on their quilt square and write in their math journals a
description of their quilt square and a rationale for the design
they each chose.

Lesson Evaluation
    Personal reflection (How did I feel about my delivery?
     Have I used student’s assessment data to develop next
     steps? Have I been able to engage all students in a
     meaningful way?)

      Professional development needs (Common planning
       time,. Consultant, in-service workshop, conference,
       study group, individual study).


            Lesson Plan Outline – WEDNESDAY
                                                                    Math/Science Learning
                                                                    skills
                                                                    _*_Investigations
                                                                    _*_Evaluating
                                                                    _*_Recording Data
                                                                    _*_
                                                                    Interpreting/Analyzing
                                                                    __Designing questions
                                                                    _*_Listening
                                                                    _*_Designing
                                                                    Tables/Charts
                                                                    _*_ Number Fluency
                                                                    _*_Computational
                                                                    Fluency
                                                                    _*_Algebraic Reasoning

                                                                    Process Skills
                                                                    _*_Analyzing
                                                                    _*_Guess & Check
                                                                    _*_Developing
                                                                    Metacognition
                                                                    __Measuring
                                                                    _*_Classifying
 Chicago Board of Trade/Money (45 minutes)                          _*_Predicting
                                                                    _*_Generalizing
                                                                    _*_Justifying solutions
                                                                    _*_Organizing/comparin
                                                                    g
National/State/District Alignment:                                  _*_Communicating
    STATE GOAL 7: Estimate, make and use measurements of            _*_Investigating
                                                                    _*_Describing
objects, quantities and relationships and determine acceptable      _*_Comparing
levels                                                              _*_Looking for patterns

                     of accuracy.                                   Problem Solving Skills
   A. Measure and compare quantities using appropriate units,       __Identifying problem
                                                                    _*_Designing
       instruments and methods.                                          Implementation plan
                                                                         _*_Collect information
       7.A.2b Solve addition, subtraction, multiplication and division   _*_Organization data
problems using currency.                                                 _*_Representation
                                                                         _*_Analyze data
                                                                         _*_Present Data
    STATE GOAL 8: Use algebraic and analytical methods to                _*_Check sensibility of
identify and describe patterns and relationships in data, solve          solution
                                                                         __Evaluation plan
problems                                                                 _*_Communicating
                      and predict results.                               _*_Estimating
       A. Describe numerical relationships using variables               Strategies
and patterns.                                                            __KWL
                                                                         _*_Cooperative Learning
                8.A.2b Construct and solve number sentences using        _*_Demonstrations
a variable to represent an unknown quantity.                             __Drill & Practice
                                                                         _*_Games
                                                                         __Field Trips
Instructional Objective(s):                                              _*_Journals
                                                                         __Drama
    Objectives for this lesson: Students will be able                    _*_Reading/Writing
to…                                                                      _*_Discussion
                                                                         _*_Groups/individuals
      1. Understand that “how many” and “how                             projects
          much” are important aspects of business and                    _*_Brainstorming

          other aspects of daily life.                                   Equity
      2. Identify the appropriate means to measure                       _*_Heterogeneous
                                                                         grouping
          and answer questions involving quantity in                     _*_Meaningful problems
                                                                         __Decode rules & codes
          general and money in particular.                               _*_Wait time
      3. Participate in solving problems involving                       _*_Discipline
                                                                         _*_Teacher/student
          money and currency.                                            interactions
                                                                         _*_Quality of feedback
                                                                         _*_Knows student
Vocabulary:                                                              culture
     Invest, interest, stock, stock market, company, shares,             _*_Knows students
                                                                         strengths
shareholder, stock broker, return, profit, stock price, Wall             _*_Inquiry-based
Street.                                                                  Technology
                                                                         __Films
Materials:                                                               __Laser disc
                                                                         __Computer software
   1. Image of Chicago Stock Exchange (1926). Retrieved                  __VCR/DVD
       from Library of Congress (LOV.GOV), DN-0080464,                   _*_Calculators
                                                                         _*_Digital
       Chicago Daily News negative collection, Chicago                   Camera/Scanner
       Historical Society.                                               _*_Web-based
                                                                         Resources
   2. LCD projector, screen, and laptop. Overhead projector
       and markers.
   3. Business section of Chicago Tribune or Chicago Sun-
       Times. Highlight certain recognizable companies of
       interest such as Disney, Starbucks, Walgreen’s, and
       McDonald’s: transfer to transparency.
   4. Calculators.

Teaching Strategies:
    Anticipatory Set
    Explain that the picture is of the Chicago Stock
Exchange. This, and other such places, is where the buying
and selling of shares of stock in all kinds of different
businesses takes place. (This project could continue for
several months as the students track the individual stocks they
choose in their “mock-stock” market.)

Practice

      Guided
      Describe process of investing in a company through the
purchase of shares of stock. Show transparency with familiar
companies
     highlighted.

      Independent practice
      Have students look at newspaper to see all the different
companies; explain the numbers following the names and
what the
      fractions represent.

       Differentiated adjustments
       Have students first estimate the amount it would cost to
purchase 10 shares of a given stock, and then compute the
actual cost.
       More advanced students can create an extensive
“portfolio” of stocks. Calculators may be used.

     Closure
      Have the students write a paragraph on how the stock
market works and why math is important in understanding it.

Assessments(Teacher made tests, journals, project report,
observations, portfolios, written report, oral response, drawing,
project)
      Assessment will be ongoing as the stock market project
will last several months. Students will be assessed not on the
performance of their stocks but on their understanding of the
application of math sense to participating in the market.

Lesson Evaluation
    Personal reflection (How did I feel about my delivery?
     Have I used student’s assessment data to develop next
     steps? Have I been able to engage all students in a
     meaningful way?)

      Professional development needs (Common planning
        time,. Consultant, in-service workshop, conference,
        study group, individual study).


                Lesson Plan Outline – THURSDAY
                                                                              Math/Science Learning
                                                                              skills
                                                                              _*_Investigations
                                                                              _*_Evaluating
                                                                              _*_Recording Data
                                                                              _*_
                                                                              Interpreting/Analyzing
                                                                              _*_Designing questions
                                                                              _*_Listening
                                                                              _*_Designing
                                                                              Tables/Charts
                                                                              _*_ Number Fluency
                                                                              _*_Computational
                                                                              Fluency
                                                                              _*_Algebraic Reasoning

                                                                              Process Skills
                                                                              _*_Analyzing
                                                                              __Guess & Check
                                                                              _*_Developing
                                                                              Metacognition
                                                                              _*_Measuring
                                                                              _*_Classifying
                                                                              _*_Predicting
                                                                              _*_Generalizing
                                                                              __Justifying solutions
                                                                              _*_Organizing/comparin
                                                                              g
                                                                              _*_Communicating
                                                                              _*_Investigating
                                                                              _*_Describing
                                                                              _*_Comparing

 Sports or Hobbies/Statistics/Percentages (45
                                                                              _*_Looking for patterns


                  minutes)                                                    Problem Solving Skills
                                                                              _*_Identifying problem
                                                                              _*_Designing
                                                                              Implementation plan
                                                                              _*_Collect information
National/State/District Alignment:                                            _*_Organization data
                                                                              _*_Representation
    STATE GOAL 10: Collect, organize and analyze data using                   _*_Analyze data
statistical methods; predict results; and interpret uncertainty               _*_Present Data
                                                                              _*_Check sensibility of
using                                                                         solution
                       concepts of probability.                               _*_Evaluation plan
                                                                              _*_Communicating
   A. Organize, describe and make predictions from existing data.             _*_Estimating
         10.A.2a Organize and display data using pictures, tallies, tables,
charts, bar graphs, line graphs, line plots and stem-and-leaf graphs          Strategies
                                                                              __KWL
         10.A.2b Using a data set, determine mean, median, mode and           _*_Cooperative Learning
range, with and without the use of technology.                                _*_Demonstrations
         10.A.2c Make predictions and decisions based on data and             __Drill & Practice
communicate their reasoning.                                                  _*_Games
                                                                              __Field Trips
                                                                              _*_Journals
Instructional Objective(s):                                                   __Drama
                                                                              _*_Reading/Writing
Objectives for this lesson: Students will be able to…                         _*_Discussion
      1 Understand and interpret data.                                        _*_Groups/individuals
       2. Tell how to organize data and make sense of                projects
                                                                     _*_Brainstorming
       variables     and    patterns   for  real-world
                                                                     Equity
       applications.                                                 _*_Heterogeneous
       3.    State or communicate their findings to                  grouping
                                                                     _*_Meaningful problems
       answer specific questions.                                    _*_Decode rules &
       4. Recognize the role probability plays in data               codes
                                                                     _*_Wait time
       collection and decision making.                               _*_Discipline
                                                                     _*_Teacher/student
                                                                     interactions
Vocabulary:                                                          _*_Quality of feedback
                                                                     _*_Knows student
    Writing in math; real-life math; sports; hobbies; integrate;     culture
applications; probability; percentages.                              _*_Knows students
                                                                     strengths
                                                                     _*_Inquiry-based
Materials:
                                                                     Technology
  1. LCD projector, screen, and laptop.                              __Films
  2. Image of Soldier Field, Chicago (Armistice Day peace            __Laser disc
                                                                     __Computer software
      celebration, 1929). Retrieved from Library of Congress         __VCR/DVD
      (LOV.GOV), DN-0090037, Chicago Daily News                      _*_Calculators
                                                                     _*_Digital
      negative collection, Chicago Historical Society.               Camera/Scanner
  3. Whiteboard and markers.                                         _*_Web-based
                                                                     Resources
  4. Calculators.

Teaching Strategies:
       Anticipatory Set
    Start with the question, “What are we ever going to use
this stuff for?” Point out that statistics and percentages are
used in all sports and hobbies. For example, at Soldier Field
(shown in the image), football players use percentages like
passes made/passes attempted or how many yards per carry
on a running play. Baseball players rely on their batting
averages and the manager “plays the percentages” when
deciding whether to use a left-handed or right-handed pitcher.
Likewise, most hobbies rely on math in one way or another,
such as measuring cloth, string, or lumber.

Practice
      Guided
      Demonstrate a baseball player’s batting average based
on 10 at bats (e.g. 3 hits would be .333), and then show the
probability of
      that player getting a hit if he goes to bat 3 times the next
game.

       Independent practice
       Have students write in their math journals what their
favorite sport or hobby is. Then have them list three ways in
which math is used
       or related to their sport or hobby. They should give
specific examples.

       Differentiated adjustments
       Have the students write two math word problems
involving their sport or hobby and relating it to math. The
complexity of the
       problems will be commensurate with the level of
competency each student has demonstrated. Students should
provide answers.
       Calculators may be used.

       Closure
       Remind students that math is found everywhere, and
that they will need “this stuff” in everything they do.

Assessments(Teacher made tests, journals, project report,
observations, portfolios, written report, oral response, drawing,
project)
    Journal paragraphs will be graded pursuant to a rubric
which will include 1 point for hobby or sport, 3 points each for
the examples of math usage, and 3 points each for word
problems (a total of 10 points).

Lesson Evaluation
    Personal reflection (How did I feel about my delivery?
     Have I used student’s assessment data to develop next
     steps? Have I been able to engage all students in a
     meaningful way?)

      Professional development needs (Common planning
       time, Consultant, in-service workshop, conference,
       study group, individual study).


                 Lesson Plan Outline – FRIDAY
                                                                    Math/Science Learning
                                                                    skills
                                                                    _*_Investigations
                                                                    _*_Evaluating
                                                                    _*_Recording Data
                                                                    _*_
                                                                    Interpreting/Analyzing
                                                                    _*_Designing questions
                                                                    _*_Listening
                                                                    __Designing
                                                                    Tables/Charts
                                                                    _*_ Number Fluency
                                                                    _*_Computational
                                                                    Fluency
                                                                    _*_Algebraic Reasoning
                                                                       Process Skills
                                                                       _*_Analyzing
                                                                       _*_Guess & Check
                                                                       _*_Developing
                                                                       Metacognition
                                                                       _*_Measuring
                                                                       _*_Classifying
                                                                       _*_Predicting
                                                                       _*_Generalizing
                                                                       __Justifying solutions
                                                                       _*_Organizing/comparin
                                                                       g
                                                                       _*_Communicating
                                                                       _*_Investigating
                                                                       _*_Describing
                                                                       _*_Comparing
                                                                       _*_Looking for patterns

                                                                       Problem Solving Skills
                                                                       _*_Identifying problem
                                                                       __Designing
                                                                       Implementation plan
                                                                       _*_Collect information
                                                                       _*_Organization data
                                                                       _*_Representation
                                                                       _*_Analyze data
                                                                       _*_Present Data
                                                                       _*_Check sensibility of
                                                                       solution
                                                                       __Evaluation plan
                                                                       _*_Communicating
                                                                       _*_Estimating

       Music/Rhythm/Pattern (45 minutes)                               Strategies
                                                                       __KWL
                                                                       _*_Cooperative Learning
                                                                       _*_Demonstrations
                                                                       __Drill & Practice
National/State/District Alignment:                                     _*_Games
                                                                       __Field Trips
    STATE GOAL 6: Demonstrate and apply a knowledge and                __Journals
sense of numbers, including numeration and operations                  __Drama
                                                                       __Reading/Writing
(addition,                                                             _*_Discussion
                      subtraction, multiplication, and division),      __Groups/individuals
                                                                       projects
patterns, ratios and proportions.                                      _*_Brainstorming
   A. Demonstrate knowledge and use of numbers and their
                                                                       Equity
       representations in a broad range of theoretical and practical   _*_Heterogeneous
       settings.                                                       grouping
       6.A.2 Compare and order whole numbers, fractions and decimals   _*_Meaningful problems
   using concrete materials, drawings and mathematical symbols         _*_Decode rules &
                                                                       codes
                                                                       _*_Wait time
                                                                       _*_Discipline
                                                                       _*_Teacher/student
Instructional Objective(s):                                            interactions
Objectives for this lesson: Students will be able to…                  _*_Quality of feedback
                                                                       _*_Knows student
      1. Understand how the concepts of fractions                      culture
relate to music notation.                                              _*_Knows students
                                                                       strengths
      2. Apply the concepts of fractions to music                      _*_Inquiry-based
      notation.                                                        Technology
      3. Recognize patterns in musical notation.                       __Films
                                                                       __Laser disc
                                                                       __Computer software
Vocabulary:                                                          _*_VCR/DVD/CD
                                                                     __Calculators
    Musical notes, rests, whole notes, half notes, quarter           _*_Digital
notes, measures.                                                     Camera/Scanner
                                                                     _*_Web-based
                                                                     Resources
Materials:
  1. LCD projector, screen, and laptop.
  2. Image of All Aboard for Dixie Land / words by Jack
      Yellen; music by George L. Cobb (c.1913). Retrieved
      from Library of Congress (LOV.GOV), cited as rpbaasm
      0265 http://hdl.loc.gov/loc.award/rpbaasm.0265.
  3. Several sets of connecting manipulative math blocks
      (fraction strips or Cuisenaire rods).
  4. CD and player with a popular song of choice to
      demonstrate rhythm, beat, and pattern. (E.g., Kid’s
      Rock or Now That’s What I Call Music).

Teaching Strategies:
       Anticipatory Set
     Review basic musical notes, rests, and their values
(focusing on fractions). Use image to demonstrate how all
measures have an equal value, but can be made up of
different combinations of note values.

Practice

       Guided
       Play CD several times, clapping with rhythm, stomping
feet with beat, and stopping during rest. Emphasize that the
pattern is
       embedded in the music.

       Independent practice
       Using the fraction strips, have students work in pairs to
visually represent their favorite part of the song on their desks.

      Differentiated adjustments
      Working in pairs, have one student arrange a measure,
and then have the other student attempt to tap it out on the
desk.

     Closure
     Play some more music while the kids put the
manipulatives away.

Assessments(Teacher made tests, journals, project report,
observations, portfolios, written report, oral response, drawing,
project)
    Assessment for this day will be teacher observation based
on participation and oral response to determine understanding
and emergent fluency of applying fraction sense to music.

Lesson Evaluation
    Personal reflection (How did I feel about my delivery?
     Have I used student’s assessment data to develop next
     steps? Have I been able to engage all students in a
     meaningful way?)

      Professional development needs (Common planning
       time,. Consultant, in-service workshop, conference,
       study group, individual study).

				
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