Transcript Document

6TH AND 7TH GRADE
MATH RESOURCE
Mrs. Toomer
Monday, April 7,2014
&
Tuesday, April 8,2014
Math
Bench Mark
Wednesday, April
9,2014
Make-up
Bench Mark
test
FYI
 Benchmark Tests:
 Monday- April 7 , 2014
(Math)
 Friday- April 8,2014 (Math)
 Benchmark Make-Up Testing
 Spring Break –April 1418,2014

Differentiation
A variety of methods will be used to accommodate
the needs of individual learners such as:
o IEP’s and 504 Plans are followed
o hands-on activities
o discussions through whole group and shoulder
buddies
o informational text strategies (steps to problem
solving)
o note taking
Assessment
• CFU throughout the lesson and in closure. I
will be looking for at least 80% skill mastery
daily.
• Homework and classwork will be graded on
the following scale: 100 -All Completed, 75- if
75% is completed, 60- if 60% is completed or
less.
“getting into shape classroom
project”
This assignment will help you to become
aware of geometric shapes and their
frequent occurrence in daily life. You will
find pictures in magazines with examples
of each of the following shapes that are
provided in your project packet.
“getting into shape”
Directions
 These pictures must be mounted on the
paper provided in your packet, using glue
sticks. Please trace or outline the shape
within the picture with a black marker.
 You will also write the word and its’
definition on the page (Please Write NEAT).
“getting into shape”
Page Example
Parallel Lines -lines that are in the
same plane and never intersect.
6th Grade Lesson Plans
thursday’s Bell Work
April 10, 2014
(Review)Draw and Name the following
geometric shapes below in your bell work
journal.
Check to see if you got them right.
FYI
 Benchmark Tests:
 Monday- April 7 , 2014
(Math)
 Friday- April 8,2014 (Math)
 Benchmark Make-Up Testing
 Spring Break –April 1418,2014

Agenda
•
•
•
•
•
•
•
•
•
•
•
•
Bell Work
Review Instructions for “Getting into Shapes” Project
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/CFU
Reflection
Independent Practice ( You Do)(CFU)
Early finishers- work on math project
HAVE A GREAT DAY!
Essential Question
How do interpret a bar graph?
Rules for working with
bar graphs
• What is a bar graph? A bar graph uses bars to show how
quantities compare. The heights or lengths of the bars in
a bar graph are used to interpret numbers called data.
Every bar graph has a title, categories, a label for the
horizontal axis, and a scale and interval for the vertical
axis.
opening activity
• “What is this report/article claiming?”
• “What facts does the report/article give to support its claim?”
• “How do you think it got its facts?”
End the discussion with agreement that someone would have to count and record the
numbers over time or in different locations to make it possible to compare information
and draw conclusions.
Relevance:
how am I going to use this information?
Knowing how to interpret a bar graph
will allow you to make predictions from
graphs in the newspaper and magazines.
prior learning
Being able to solve problems in your daily life is a part of
interpreting data in an organized manner. You have used
this skill throughout your life in every class that you have
attended. Today, you will build onto that information by
interpreting data found in bar graphs. This lesson will
teach you how to answer a question by identifying what
data to collect, organizing, presenting and interpreting
data in tables, diagrams, tally charts, frequency tables,
pictograms .
Real Life Application
A survey of students' favorite after-school
activities was conducted at a school. The table
below shows the results of this survey.
Standards
6.sp.1 recognize a statistical question
as one that anticipates variability in
the data related to the question and
accounts for the it in the answers.
6.SP.4 display numerical data in plots
on a number line, including dot plots,
histograms, and box plots.
6th Grade Lesson
Modeling and Guided Practice
Level G Module 7 Vmath
Lesson 1: bar graphs
Modeling: Teacher will open the lesson by
completing the Get Started Section (I Do)
in the Vmath skill book page 1 and providing
Guided practice while completing the Try It
Together Section(We Do) on page 2.
(CFU-Review lesson if needed)
CFU/Closure
Use your dry erase board to answer the questions.
What is a bar graph used for?
Reflection
today’s lesson Was ________ Because
_________________________________.
Reflection
**Write it on your dry erase board**
6th Independent Practice
Independent work: students will
complete the skill building: new and
review section on page 3 (you do).
Students may work with a shoulder
buddy at this time to complete
assignment. Teacher will rotate
throughout the classroom and
provide extra support to students.
(CFU-Review lesson if needed)
Bell Work
Friday, April 11,2014
Choose a shape
from the box
on the table
when you walk
into the
classroom.
Essential Question
How do I gain understanding of
another math symbol’s perspective?
“STEP IN”
STRATEGY
STEP INSIDE
“Seeing from another’s perspective”
What is PERSPECTIVE?
point of view
what a person sees,
understands, & believes
Step Inside - Description
DIRECTIONS-
Today, I’m going to ask you to pretend/imagine
you’re a three-dimensional shape. You will imagine
what this particular shape might observe,
understand, believe, care about, and
question/wonder when being used in math or other
situation of your choice. Your reflection will include
your ability to describe yourself in a particular
situation without giving the name of the shape. It
will be the audience’s responsibility to guess which
shape you are. The goal of this activity is for you to
see things from a different perspective (other than
your own) based on evidence.
Step Inside
Hypothesize- Pretend that you are a
three-dimensional shape. How might
you as this shape understand,
believe, care about,
question/wonder?
Agenda
•
•
•
•
•
•
•
•
•
•
•
•
Bell Work
Review Instructions for “Getting into Shapes” Project
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/CFU
Reflection
Independent Practice ( You Do)(CFU)
Early finishers- work on math project
HAVE A GREAT DAY!
Essential Question
How do interpret a bar graph?
Rules for working with
bar graphs
• What is a bar graph? A bar graph uses bars to show how
quantities compare. The heights or lengths of the bars in
a bar graph are used to interpret numbers called data.
Every bar graph has a title, categories, a label for the
horizontal axis, and a scale and interval for the vertical
axis.
opening activity
• “What is this report/article claiming?”
• “What facts does the report/article give to support its claim?”
• “How do you think it got its facts?”
End the discussion with agreement that someone would have to count and record the
numbers over time or in different locations to make it possible to compare information
and draw conclusions.
Relevance:
how am I going to use this information?
Knowing how to interpret a bar graph
will allow you to make predictions from
graphs in the newspaper and magazines.
prior learning
Being able to solve problems in your daily life is a part of
interpreting data in an organized manner. You have used
this skill throughout your life in every class that you have
attended. Today, you will build onto that information by
interpreting data found in bar graphs. This lesson will
teach you how to answer a question by identifying what
data to collect, organizing, presenting and interpreting
data in tables, diagrams, tally charts, frequency tables,
pictograms .
Real Life Application
A survey of students' favorite after-school
activities was conducted at a school. The table
below shows the results of this survey.
Standards
6.sp.1 recognize a statistical question
as one that anticipates variability in
the data related to the question and
accounts for the it in the answers.
6.SP.4 display numerical data in plots
on a number line, including dot plots,
histograms, and box plots.
6th Grade Lesson
Modeling and Guided Practice
Level G Module 7 Vmath
Lesson 1: bar graphs
Modeling: Teacher will open the lesson by
completing problems from the Problem
Solving: New and Review Section (I Do)
in the Vmath skill book page 4 and providing
Guided practice while completing the page
along with students (We Do).
(CFU-Review lesson if needed)
CFU/Closure
Use your dry erase board to answer the questions.
What is a bar graph used for?
Reflection
today’s lesson Was ________ Because
_________________________________.
Reflection
**Write it on your dry erase board**
6th Independent Practice
Independent work: students will
complete the reteach vmath skill
sheet(you do). Students may work
with a shoulder buddy at this time to
complete assignment. Teacher will
rotate throughout the classroom
and provide extra support to
students.
(CFU-Review lesson if needed)
7th Grade Lesson Plans
Bell Work
Thursday, April 10,2014
Draw the symbol to match the word.
1. Line
2. Line segment
3. Point
4. Intersecting lines
5. Parallel lines
Agenda
•
•
•
•
•
•
•
•
•
•
•
•
Bell Work
Review Instructions for “Getting into Shapes” Project
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/CFU
Reflection
Independent Practice ( You Do)(CFU)
Early finishers- work on math project
HAVE A GREAT DAY!
Essential Question
How do I use the correct symbols to
identify and name points, lines, line
segments, rays, planes, and the
relationship between intersecting,
parallel, and perpendicular lines?
Math Vocabulary
•
•
•
•
• Point- a location in space that has no size
• Line- a straight path with no endpoints
Line segment- part of a line with two endpoints
• Ray-apart of a line with one endpoint
• Plane- a flat surface with no boundaries
Intersecting lines- lines that cross at one point
Parallel lines- lines that are in the same plane and
never intersect
Perpendicular lines- lines that intersect to form
90degree angles
Rules for Points and Lines
Relevance:
how am I going to use this information?
Artist create and manipulate a variety of geometric figures in
designing buildings, furniture, landscape, videos, magazines, and
clothing. As computer technology advances, more opportunities
open up for imaginative people who know how to draw, measure,
analyze, and combine geometric shapes.
Prior Learning
Today, we are going to begin working
on geometry. We will learn about line
segments, rays, and lines. You have seen
lines and points throughout the course of
you life by observing architecture and
nature. We are going to learn why
knowing the figures of geometry are so
important to our daily lives.
Real Life Application
Look at the pictures. Can you see examples of
different points and lines?
Standards
7.G.2 & 7.G.5
Introduce points, lines and
planes as the essential
building blocks of geometry.
7th Grade Lesson
Modeling and Guided Practice
Level h Module 5 Vmath
Lesson 1: Terms and figures in geometry
Modeling: Teacher will open the lesson by
completing the Get Started Section (I Do)
in the Vmath skill book page 1 and providing
Guided practice while completing the Try It
Together Section(We Do) on page 2.
(CFU-Review lesson if needed)
CFU/Closure
Answer the following:
1. What is a straight path with no endpoints?
2. What is a part of a line with two endpoints?
3. A location in space that has no size is a ____________.
4. A part of a line with one endpoint is a __________.
Word Bank
--Point
--line
--ray
--line segment
Reflection
today’s lesson Was ________ Because
_________________________________.
Reflection
**Write it on your dry erase board**
7th Grade Independent Practice
Independent work: students will
complete the skill building: new and
review section on page 3(you do).
Students may work with a shoulder
buddy at this time to complete
assignment. Teacher will rotate
throughout the classroom and
provide extra support to students.
(CFU-Review lesson if needed)
Bell Work
Friday, April 11,2014
Choose a shape
from the box
on the table
when you walk
into the
classroom.
Essential Question
How do I gain understanding of
another math symbol’s perspective?
“STEP IN”
STRATEGY
STEP INSIDE
“Seeing from another’s perspective”
What is PERSPECTIVE?
point of view
what a person sees,
understands, & believes
Step Inside - Description
DIRECTIONS-
Today, I’m going to ask you to pretend/imagine
you’re a three-dimensional shape. You will imagine
what this particular shape might observe,
understand, believe, care about, and
question/wonder when being used in math or other
situation of your choice. Your reflection will include
your ability to describe yourself in a particular
situation without giving the name of the shape. It
will be the audience’s responsibility to guess which
shape you are. The goal of this activity is for you to
see things from a different perspective (other than
your own) based on evidence.
Step Inside
Hypothesize- Pretend that you are a
three-dimensional shape. How might
you as this shape understand,
believe, care about,
question/wonder?
Agenda
•
•
•
•
•
•
•
•
•
•
•
•
Bell Work
Review Instructions for “Getting into Shapes” Project
Review Essential Question
Relevance
Prior learning
Modeling (I Do)
Guided Practice (We Do)
Closure/CFU
Reflection
Independent Practice ( You Do)(CFU)
Early finishers- work on math project
HAVE A GREAT DAY!
Essential Question
How do I identify, name, and classify
an angle?
Math Vocabulary
• Complementary angles- two angles whose measures
have a sum of 90 degrees
• Supplementary angles- two angels whose measures
have a sum of 180 degrees
• Adjacent angles- two angles that share a vertex and
a common side and do not overlap
• Congruent angles-two angles with the same measure
• Vertical angles- the opposite congruent angles
formed by two intersecting lines
Rules for angles
Relevance:
how am I going to use this information?
Knowing how to identify types of angles
formed by parallel lines can help you
make proportional drawings.
Prior Learning
You have seen angles throughout the
course of your life in everyday living.
Angles are found all around us. We
see angles so much that we may not
even be aware of our prior knowledge
of them.
Real Life Application
Look at the pictures. Can you see examples of
different angles?
Standards
7.G.2 & 7.G.5
Introduce measuring and
constructing angles as the
essential building blocks of
geometry.
7th Grade Lesson
Modeling and Guided Practice
Level h Module 5 Vmath
Lesson 2: Angles
Modeling: Teacher will open the lesson by
completing the Get Started Section (I Do)
in the Vmath skill book page 5 and providing
Guided practice while completing the Try It
Together Section(We Do) on page 6.
(CFU-Review lesson if needed)
CFU/Closure
Answer the following:
1. An angle whose measure is exactly 90 degrees is a _______ _______.
2. An angle whose measure is less than 90 degrees is a ______ ______.
3. An angle whose measure is exactly 180 degrees is a _____ _____.
4. An angle whose measure is between 90 degrees and 180 degrees is an
______ _____.
--Straight angle
-- right angle
--- acute angle
---obtuse angle
Reflection
today’s lesson Was ________ Because
_________________________________.
Reflection
**Write it on your dry erase board**
7th Grade Independent Practice
Independent work: students will
complete the skill building: new and
review section on page 7 (you do).
Students may work with a shoulder
buddy at this time to complete
assignment. Teacher will rotate
throughout the classroom and
provide extra support to students.
(CFU-Review lesson if needed)