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Name and course number: Morgan Mylod EDU 320

Licensure area and date: AYA Math 12/4/17

1. Objective: The students will be able to complete basic level mathematics in an interactive setting.
Topics include geometry, probability, and algebra.
2. Content Standard (s) Common Core if applicable: Florida, 9th and 10th grade, algebra.
MAFS.912.N-Q.1.1: Use units as a way to understand problems and to guide the solution of
multi- step problems; choose and interpret units consistently in formulas; choose and interpret
the scale and the origin in graphs and data displays.

MAFS.912.A-SSE.1.1: Interpret expressions that represent a quantity in terms of its context.


a. Interpret parts of an expression, such as terms, factors, and coefficients. b. Interpret
complicated expressions by viewing one or more of their parts

MAFS.912.A-APR.1.1: Understand that polynomials form a system analogous to the integers,


namely, they are closed under the operations of addition, subtraction, and multiplication; add,
subtract, and multiply polynomials.

MAFS.912.A-CED.1.1: Create equations and inequalities in one variable and use them to solve
problems. Include equations arising from linear and quadratic functions, and simple rational,
absolute, and exponential functions.

MAFS.912.A-REI.2.3: Solve linear equations and inequalities in one variable, including equations
with coefficients represented by letters.

MAFS.912.S-CP.2.9: Use permutations and combinations to compute probabilities of compound


events and solve problems.
3. Motivation: Students should be able to interpret fractions as ratios, be familiar conversion
factors, know how to take basic area and perimeter, and have a basic idea of probability. I will do
an open word sort as an opening activity. This will refresh some old ideas as well as introduce
new ideas related to the old.
4. Instructional materials: Big book, white board, expo markers, ruler, and calculator. Before the
lesson prepare specific problems with the class. For example, on the football field page, the
teacher can do multiple different types of problems that build on that page. So preparing problems
to do with the class before teaching would be prudent.
5. Procedures:
-Introductory activity:
-Open word sort. I will have each student fill it out, and then have a student volunteer
explain how he or she did it and what her categories were. Then I will ask if other student(s) had
the same categories; different categories. Then I will have them write down the words that they
are unsure of. I’ll ask them to infer what these terms mean as we use them through out the lesson.
Handout attached.
Vacca, R.T., Vacca, J.A.L., & Mraz, M. (2014). Content Area Reading: Literacy and
Learning Across the Curriculum (11th ed.). Upper Saddle River: Pearson. Pg. 253.
-Introductory questions: (10 minutes)
-What is the formula for area of a rectangle? Triangle? Circle?
-How would you convert 16 feet to inches? To yards?
-Solve 3𝑥 + 5 = 12.
-What is the ratio of boys to girls in our class?
-The Big Book: (30 minutes)
-Split the class into groups of four based on their favorite color.
-Read through the book. Give about five to ten minutes for each page. After five to ten
minutes, have a student representative from a group come up to the white board and explain how
his/her group solved the problem.
-Page 1: Read the passage
-Page 2: Read prompt. Have students work in groups to solve the problem.
-Supplementary Question: “How much of each ingredient would she need if whe
was making five servings?”
-Page 3: Read prompt. Have students work in groups to solve the problem.
-Supplementary Question: “Whats the minimum amount of money she would
need if she was to use Special? Super +?”
-Page 4: Read prompt. Have students work in groups to solve the problem.
- Have a volunteer come up and move the correct amount of each food to the
Velcro on the concessions counter.
-Supplementary Question: Have each student pick out what he or she would buy
at the football game and have them calculate how much money they would need.
-Page 5: Read prompt. Have students work in groups to solve the problem.
-Supplementary Question: “If Janie didn’t know the section had a 7 in it, what is
the probability she would pick the correct section on the first try?”

-Pages 6 & 7: Pick a volunteer to come to the front of the room and move the helmets
around on the book. Depending on where they move it the answers will be different for the
following question: “How many yards does Michigan have left before they make a touchdown?
How about Ohio State?” Have a separate volunteer measure, using a ruler, the amount of inches
from Michigan’s and Ohio’s helmets to the N-Zone. Then using the scale 0.6 inches per yard,
have the students calculate the amount of yards.

-Supplementary Questions: “What is the area of the field? What is the perimeter
of the field?”

-Page 8: Read prompt. Have students work in groups to solve the problem

6. Classroom Discussion: Students will discuss with each other in their small groups each problem
and work together to come to an agreement and solution. After each small group time, we will
have a class wide discussion about the problem led by a volunteer student.
7. Academic vocabulary: The open word sort used that the beginning of the chapter will refresh old
vocabulary as well as introduce new vocabulary.
8. Assessment and Evaluation: At the end of the lesson I’ll ask the students to pull out their sheet
with all the words on there that they were unsure of at the beginning of the lesson. “When do you
remember those words being used? Based on what we did, what do you think those words mean?
Write down your definition for each word.” I would have the students write those things down,
and then discuss in small groups and compare definitions. After about five minutes, I will go over
each word with them.
I want students to be able to be able to point out the coefficient, constant, and variable in an
algebraic equation, solve simple probability and combinations problems, and become more
comfortable with word problems.
Value Added:
1. Lexile score: 1150L
2. Resource(s) to support your pedagogical decisions.
1. https://www.youtube.com/watch?time_continue=203&v=kF3yb94e_F4
a. This video represents the sort of instructional strategy that I am using in this
lesson.
2. “Informal cooperative learning groups
In informal cooperative learning, small, temporary, ad-hoc groups of two to four students
work together for brief periods in a class, typically up to one class period, to answer
questions or respond to prompts posed by the instructor.

The use of cooperative learning groups in instruction is based on the principle of


constructivism, with particular attention to the contribution that social interaction can
make. In essence, constructivism rests on the idea that individuals learn through building
their own knowledge, connecting new ideas and experiences to existing knowledge and
experiences to form new or enhanced understanding”
https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-
cooperative-learning-groups-effectively/

3. Also be sure to consider how you will meet the needs of diverse learners through use of
Universal Design for Learning (UDL) (e.g., English Language Learners, students with
disabilities, gifted students). List at least three accommodations here.
1. ELLs : Give ELL students manipulative blocks to solve the problems with. This will
make the problems more real for students who don’t understand English.
2. Autism: Allow for different ways of responding based on the student (verbally,
computer/electronic device, drawing a picture, etc.) Rewrite the word problems by
replacing the pronouns with names.
3. Gifted students: Provide these students with high-ordered thinking problems. For
example, on page 5 ask something like, “If Janie didn’t know the section had a 7 in it,
what is the probability of her choosing a section with a 2 in it and then choosing a section
with a 5 in it?”

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