Академический Документы
Профессиональный Документы
Культура Документы
Subject:
Math
Grade Level:
Sixth Grade
Title of Lesson:
Amount of time:
2 46-Minute Periods
Goals:
By the end of the course, student will be able to recall and explain
mathematics concepts using academic language.
By the end of the chapter, student will be able to evaluate and write
algebraic expressions and statements, indentify and utilize algebraic
properties, and solve real-world problems using expressions and
formulas.
By the end of the lesson, students will be able to evaluate area formulas
given the dimensions of a triangle, square, and rectangle.
Standards:
Objectives:
Robert Green
Materials (including
technology):
Questions:
How does the area formula of a triangle differ from the area formula of a
rectangle? How does it differ from the area formula of a square?
Why are area formulas classified as algebraic equations instead of
algebraic expressions?
How are area formulas used in real-world applications?
Prior Knowledge:
Reading Strategies
(Vocabulary):
Anticipatory Set:
Bell Ringer
The teacher will instruct the students to get out a pencil and a highlighter
while he hands out The Donut Hike worksheet. The teacher will go
over the following directions:
1. Read through the story once without marking your paper with a pen or
Robert Green
Class Procedures
(Including guided
practice,
independent
practice, and closure
activity) :
Direction Instruction
Have the students get out their interactive math journals. Tell them to
open to their personal math glossary. Go over the definitions of formula
and solving a formula and provide an example of each. After reviewing
the vocabulary, have the students create their own definitions of formula
and solving a formula in their interactive journals. Allow the students
five minutes to write their definition. After five minutes, tell the students
that they will complete the example portion of their new entries once
they see more examples in the lesson.
Before moving on, hold a brief discussion to discuss why area formulas
are considered algebraic equations and not algebraic expressions.
(Review from lesson 1.1)
Set the stage, by having the students close their eyes. Describe to them
that they are going on a field trip to the sport complex. List some of the
sports or activities that could be found at the sport complex. Have the
students open their eyes. Explain to the students that in order to obtain
admission to the sport complex, they would have to recall the area
formulas of triangles, squares, and rectangles they learned in elementary
school. Select a student to provide the area formula for a square (Area =
sides squared or Area = side times side). Provide praise if the student
remembers the formula correctly. If the student does not provide the
correct answer, allow them to ask a friend or provide guidance for the
student to come to the correct answer. Repeat the process for the area
formulas for triangles and rectangles.
Robert Green
A = s2
A=ss
s = 24 in
A = (24) (24)
A = 576 in2
Robert Green
A=lw
l = 33 m w = 16 m
A = (33) (16)
A = 528 m2
A = 1/2 b h
b = 10 in h = 16 in
A = 1/2 (10) (16)
A = 5 16
A = 80 in2
Guided Practice
Continuing with the sport complex theme, the teacher will tell the
students that they are now in the aquatic center. The teacher will present
a computer generated poster of a swimming pool to the students. As a
group, the teacher and students will identify two square figures, two
triangle figures, and two rectangle figures in the poster. Using the think
aloud strategy, the teacher will ask the students to help him find the area
of the following shapes using the appropriate formulas and variables:
Robert Green
A = 1/2 b h
b = 36 cm h = 35 cm
A = 1/2 (36) (35)
A = 18 35
A = 630 cm2
A = s2
A=ss
s = 26 in
A = (26) (26)
A = 676 in2
Robert Green
A=lw
l = 48 in w = 26 in
A = (48) (26)
A = 1248 in2
Independent Practice
Have the student get their whiteboard, dry erase marker, and dry eraser
out of their desks. Continuing with some of the shapes found in the
computerized poster, the students will use the whiteboards to find the
area of each shape. Each shape and its dimensions will be revealed one at
a time.
For each shape, the students will have three to five minutes to find the
area of the shape. After three to five minutes the teacher will ask the
students to hold up the whiteboards. After reviewing the students answer,
the teacher will provide the students with praise for a job-well done. This
will be repeated two more times.
Robert Green
A = 1/2 b h
b = 13 in h = 18 in
A = 1/2 (13) (18)
A = 13 9
A = 117 in2
A = s2
A=ss
s = 36 cm
A = (36) (36)
A = 1296 cm2
Robert Green
A=lw
l = 5 ft w = 3 ft
A = (5) (3)
A = 15 ft2
As the teacher explains to the students that they are headed to customer
service, the teacher will pass out the Final Destination: Poster Central
handout and the Sports Complex Poster Checklist and Rubric handout.
The teacher will go over the directions for the poster and show an
example. The teacher will also go over how the students will show their
work when they find the area for the geometric objects in the poster. The
student will have the rest of the period to work on the poster.
Closure
With ten minutes remaining, the teacher will inform the students that
they are leaving the sport complex and heading back to the classroom.
The teacher will instruct the students to put their posters and area
formula work away and complete the assignment for homework. For the
remainder of the period, the students will discuss the real-life
applications of area formulas.
Adaptations for ELL
Level 1
During Lesson (Instruction):
- Use visuals and/or realia during direct instruction and guide practice.
- Allow the student to answer questions using visual illustrations or ask
yes or no questions to the student.
During Homework and/or Classwork:
- Translate all handouts and worksheet for the student as appropriate.
- Provide the student a modified version of the anticipatory activity by
providing the words of the algebraic expression on index cards and
Robert Green
Assessment:
Formative:
Robert Green
A
B
C
D
F
Please refer to the parts I and II of the Sports Complex Poster Checklist
and Rubric. (Attached)
Explanation of Area Problems (12 points)
- Content (3 points)
- Vocabulary (3 points)
- Convections (3 points)
- Organization (3 points)
Grading Scale
Robert Green
11.0 12.0
9.5 10.5
8.5 9.5
7.5 8.0
0.0 7.0
A
B
C
D
F
Please refer to the part III of the Sports Complex Poster Checklist and
Rubric. (Attached)
Robert Green
Adapted from 50 Fill-In Math Word Problems: Algebra by Bob Krech and Joan Novelli
Robert Green
Adapted from 50 Fill-In Math Word Problems: Algebra by Bob Krech and Joan Novelli
Robert Green
As the manager of the Sports Complex, I would like to thank you for your visit today! I
just have one more request before you head home. I would like you to create a poster to
remember your visit to the Sport Complex. You can choose any sports room, court, or
field as the theme for your poster. There are some requirements that my supervisor
requires for all visitors to incorporate into their poster. First, you must include the
following objects in your poster:
A triangle with a base of 4 cm and a height of 6 cm
A triangle with a base of 3 cm and a height of 4 cm
A square with sides of 5 cm
A square with sides of 4 cm
A rectangle with lengths of 12 cm and widths of 2 cm
A rectangle with lengths of 9 cm and widths of 3 cm
Second, you must calculate the area for each object. You may be as creative as you
want when you create the poster. If you need assistance, please ask Mr. Green for help.
Finally, choose two of the area problems you solved. In one or two paragraphs, explain
what steps you took to solve the area expression for each problem. Good luck!
Robert Green
A
B
C
D
F
Robert Green
Content
Vocabulary
3 Points
1 Point
I completely
explained how I
found the answer to
two of the area
problems.
I partly explained
how I found the
answer to one of the
area problems.
I used a minimum of
three vocabulary
words from Chapter
1 on algebraic
expressions.
0 Points
I did not write an
explanation.
- Or
I did not turn in my
explanation.
I did not use any
vocabulary words
from Chapter 1 on
algebraic
expressions.
- Or
Conventions
Organization
My paragraph(s)
contain(s) a few
grammar or spelling
errors. (0 2)
My paragraph(s)
contain(s) several
grammar or spelling
errors. (3 4)
My paragraph(s)
contain(s): a topic
sentence,
supporting details,
and a conclusion
sentence.
My paragraph(s)
is/are missing one
of the following : a
topic sentence,
supporting details,
or a conclusion
sentence.
Grading Scale
11.0 12.0
9.5 10.5
8.5 9.0
7.5 8.0
0.0 7.0
A
B
C
D
F