Spring Arbor University School of Education Gabrielle Corwin Title: Algebra Vocabulary Subject: Mathematics/Algebra Grade Level: 9th-12th

Time Allotted: 90 mins

Materials Required: White Board, Vocab Definition Sheet, Poster board, Markers, Construction paper, Scissors, Various Art Supplies, Vocabulary Word Analogies Sheet ______________________________________________________________________________ Michigan Common Core Standards: CCSS.Math.Content.HSF-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. (For most, if not all standards, there is vocabulary language that students will have to learn and understand in order to understand the concepts of the class)

Michigan English Language Standards:

L.4.3.a Understand vocabulary and discourse features of content areas L.4.3.b Use knowledge of language and develop content area vocabulary to support comprehension of the speakers message S.4.3.a Participate actively in cooperative group activities and projects

Content Objective(s): Students will interpret key features from graphs and tables. Students will be able to give verbal descriptions of the relationships of graphs and tables. Students will become more proficient in math language.

Language Objective(s): Students will understand the vocabulary terms in math. Students will be able to tell what the word means in context. (Ex: Homophones: sum vs. some)

Purpose: Many times students have difficulties with knowing the definition of math terms throughout high school and even college because the time is not taken to really learn it. Therefore, this lesson is to help students develop their critical math language.

Instructional Procedure: 1. Anticipatory Set: a. The teacher will use different math vocabulary jokes. (Acute angle, Imaginary numbers, get real, be rational) Although students may not get all of the jokes at the beginning, the goal is to get them to understand the vocabulary by the end. 2. State Purpose and Objective of Lesson: a. Students will learn math vocabulary to apply to future algebra lessons. b. This vocabulary lesson will help students to successfully get through future lessons without as much confusion. (Students will also be able to impress all of their friends with their new knowledge of math jokes.) 3. Instructional Input:

a. http://www.amathsdictionaryforkids.com/ or http://www.mathwords.com/ The teacher will show students this website. Although it says the website is for kids it has really awesome interactive definitions of words that students will need to be familiar with. 4. Building Background a. In previous lessons and classes students have addressed many different vocabulary words that they may need reviewed. b. Students will have learned about analogies in previous English/Language Arts classes. c. Teacher will ask students about the words on their vocabulary sheets and we will see how much we already know as a class. 5. Modeling a. After discussion on vocabulary that the class already knows, the teacher will fill out definitions for the words students did not know and the students will copy them down. b. The teacher will give an introduction to analogies and how they can be applied to math. 6. Guided Practice: a. The teacher will hand out the Using Analogies in Math worksheets and students will complete on their own. b. After 5 minutes on their own they will discuss with their groups and then there will be an entire class discussion. c. Small groups or pair of students will be assigned a math vocabulary word to make a Wallpaper Poster. Each group will write the word at the top of their poster. Next they will define the word. (Real definition and own words definition.) They will then create a visual representation on the math word. Any questions they have left about its meaning or use will be at the bottom of their poster for discussion with the class. d. Students will go around and look at each others posters and them the class will hang them on the board and vote for their favorites. Winners will get a reward. Differentiation Considerations: Students who finish early will have their work checked by teacher. If their poster is lacking maybe give them a few more ideas to make it better and remind them that it is a competition. 7. Wrap Up: a. We will review the math words quickly one last time. b. Then teacher will go over objectives again and ask students how they think they did using the thumbs up/thumbs down/thumbs to the side strategy. c. There will be a ticket out the door where students have to write down at least three of the words and their meanings before they can leave.

Independent Practice: a. Students will have to take the definitions home and study them to learn them better. b. Have students write a couple sentences that contain some of the new math words. c. Extra credit for students who bring in (appropriate) math jokes that contain some of the new words that we learned in class. Assessment: Throughout the entire lesson, the teacher will be walking around monitoring student progress and giving them feedback. Through both the Analogies worsheet and Wallpaper Poster strategies the teacher can see student understanding. Another way to see how much they learned is the ticket out the door that they will be completing.

Vocabulary Terms Sum Rational/Irrational Numbers Function Exponential Absolute Value Asymptote Axes Parabola Coefficient Logarithm Ratio Complex Numbers Converge Domain and Range Exponent Factorial Inequality Inverse Magnitude

Dimension Quadrants Quadratic Square Root Rotation Remainder Vertices x and y intercepts Simplify Linear Polynomial Matrix Reciprocal Imaginary Numbers Independent/Dependent Variables Expression Greatest Common Factor Distribute

Using Analogies In Math!!

1. diameter : circle :: ________________ : square 2. scale : ________________ :: thermometer : temperature 3. triangle : quadrilateral :: tetrahedron : ________________ 4. unicycle : bicycle :: monomial : ________________ 5. converse : statement :: ________________ : inverse 6. ________________ : angle :: compass : circle 7. interior : exterior :: inside : ________________ 8. transformation : isometry :: similar : ________________ 9. gain : loss :: positive : ________________ 10. + : - :: ________________ : left 11. horizontal : ________________ :: latitude : longitude 12. ________________ : retailer :: buyer : seller 13. slide : turn :: translation : ________________ 14. recipe : ingredient :: formula : ________________ 15. Geometry : Postulates :: ________________ : Axioms 16. Newton : ________________ :: Calculus : Geometry 17. inch : ________________ :: English : metric 18. GCF : LCM :: _______________ : multiple 19. subtraction : addition :: division : ________________ 20. 0 : 1 :: ________________ : line 21. circumference : perimeter :: circle : ________________ 22. Discount : Mark-up :: ________________ : sum 23. ________________ : list :: sale : net