Lesson Plan #1

Teacher Candidate: Meghan Powers, Annmarie McGonagle, Derrick LaBombard Date: 10/2/11 Content Area: Mathematics, Language Arts Grade Fundamental Skills/Important Concept(s)/Essential Question(s): Math Vocabulary, Creative Writing and Thinking, Interest Builder for Math. Grade Level: 7th

Lesson Title

The Story Behind Your Favorite Number(s).

Lesson Focus

math vocabulary, creative writing and thinking, interest builder for mathematics
2.

Core Curriculum Standards and/or NYS Standards and Performance Indicators ~~~~~~~~ (For Literacy-based lesson, can use NCTE/IRA Standards for the English Language Arts)

Students develop a unified understanding of number, recognizing fractions, decimals (that have a finite or a repeating decimal representation), and percents as different representations of rational numbers. Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. 3. Students continue their work with area from Grade 6, solving problems involving the area and circumference of a circle and surface area of threedimensional objects. In preparation for work on congruence and similarity in Grade 8 they reason about relationships among twodimensional figures using scale drawings and informal geometric constructions. Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathamatics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Grade 7 Overview Ratios and Proportional Relationships

 Analyze proportional relationships and use them to solve real-world and mathematical problems. The Number System Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Ratios & Proportional Relationships 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems. 2. Recognize and represent proportional relationships between quantities. The Number System 7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. b. Apply properties of operations as strategies to add and subtract rational numbers. 2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 3. Solve real-world and mathematical problems involving the four operations with rational numbers.1 _________________ 1 Computations with rational numbers extend the rules for manipulating fractions to complex fractions. (All of these are possibilities during the time that the students write create their stories). taken from The Common Core Standards for Mathematics 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Taken from the NCTE/IRA Standards (1996)

Lesson Objectives
(Blooms Taxonomy; include behavior, conditions, and

1. The Student will compose and create a story regarding mathematics. 2. The student will describe their favorite number(s) in mathematical

criteria)

terms. 3. The student will support their story with at least seven (7) math vocabulary words, provided to them below the scoring rubric. ----------------------------------------------------------------------------------Evidence that students have achieved objective(s): The following day of class, each student will bring their finished stories about their favorite number to class. writing on the board, lecturing to students, and involving the students by asking for volunteers to share definitions/use of vocabulary words __________________________________ There are three business men who go to rent a hotel room. The associate at the front desk of the hotel informs them that the hotel room will cost $30 for one night. The business men decide to split the bill evenly, paying $10 each. An hour later, the front-desk clerk realized that they overcharged the business men by $5; he gave the bellboy the $5 to give back to the business men. But the bellboy decided to keep $2 for himself since no one would know the difference, and give only $3 back to the business men. So since each business men got $1 back, they only paid $9 per person. $9x3=$27, and $27+$2=$29 (the $2 that the bellboy kept). Where did the extra $1 go?! If the students solve the riddle they will get +3 extra bonus points on their next test. __________________________________________ The teacher will explain that students should write a short story (approximately a page and a half in length) about their favorite number(s) in math. 1. The teacher will go over each of the vocabulary words by using them in sentences, making sure each of the students know their definitions. 2. The teacher will use state the definition of a word and then use the word in a sentence. Then, the teacher could call on students to do the same for the next vocabulary words. 3. The teacher will walk around and help students with stories to make sure the students understand not only their definitions, but also how to use the words. 4. The teacher will ask students as he/she walks around the room if they understand or if they need any help. 5. What the students do not finish in class they will finish at home. This will give them a chance to work on their own to integrate the new vocabulary into their stories.

---------------------Acceptable Evidence (process and/or product) Instructional Procedure(s) ___________ A. Bell Ringer and Prior Knowledge Activation
This can be together or separately. Also called: set induction, anticipatory set, introduction/review

_______________ B. Teacher input, explanation, & development

1. Specific instructional method(s); 2. Modeling; 3. Guided practice; 4. Check for understanding 5. Independent practice

Specific students actions

- The students will work independently on their own stories in class. - They must correctly use at least 7 words of the math vocabulary (given to each student as a handout) in their stories. - The math vocabulary they use should be underlined in their stories. - The stories should follow English grammar and spelling. - The students stories should also be neat (legible/readable); They may be hand-written or typed; if they are typed, the student will receive +1 (one) extra bonus point on their story. As students create their story, the teacher will walk around and make sure that students are using vocabulary words correctly. Also, students will turn in their stories during the next class. This is formative assessment that is meant to make sure that students are able to communicate using the list of vocabulary. This is because the vocabulary will be used frequently in upcoming lessons.
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Assessment (Type and purpose)

--------------------------

Evaluation, if used

Also will not take place until the following day of class.

Closure

Students will already be working on their stories during class. If it is not finished when the bell rings, then the story will be due for the next class. If one of the students in the class happens to have exceptional learning needs, this lesson can very easily be changed to accommodate them and still include them in the class. For instance, if one of the students were visually impaired, the teacher could translate documents to and from Braille using the Duxbury Braille Translator (Duxbury, 2009). Another person could help the blind student by writing the story as he or she tells it to them. A teacher should always work to keep every student involved in the class no matter what. Whiteboard, dry-erase markers, paper, pencils, rubric/vocabulary handout. One (1) class period: Approximately 50 minutes. Curriculum Map describes story-writing (while using mathematical vocabulary), which also connects to fractions.

Accommodations: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles; 3. Multiple Intelligences Materials Duration (time) Curricular and/or Unit Connections

Adapted with permission by Snowden, P. L. (Fall, 2011) from: Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNY-Plattsburgh.

Literature Cited Duxbury Braille Translator Adds Enhanced Support. (2009). Journal of Visual Impairment & Blindness,103(2), 127-128. Retrieved from Education Research Complete database.

Rubric Name:

Student Activity: Students are to create a short story about their favorite number (s) using mathematical vocabulary that is provided below. Students must use at least 7 vocabulary words and the rubric below must be followed.

Grammar/Spelling Vocabulary use At least 1 pages Creativity Readability

4 4 4 4 4

3 3 3 3 3

2 2 2 2 2

1 1 1 1 1

Total:

Score:

Vocabulary list: circle, square, triangle, radius, rational, numerator, linear, area, volume, diameter, perimeter, distance, cube, graph, fraction, denominator, ratios

(We created this rubric ourselves).