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Date:
Grade/Class/Subject:
Unit/Theme:
Content Standard(s):
Solving Real-Life Problems and Creative Applications for Patterns, Functions, and Algebra
Mathematics: Model problem situations with objects or manipulatives and use representations (e.g., graphs,
tables, equations) to draw conclusions.(Geometry: area; prior knowledge) (Physical Science: air pressure; prior
knowledge) (Language Arts: poetry to use figurative language to convey a theme or impression; prior knowledge).
Key Vocabulary
air pressure, tire gauge, area, dozen, gross, score, square root,
squared, divided by /, pounds/sq. in., kilograms, inch, centimeter
(terms will be translated to L1, currently translations will be
Tagalog and Marshallese).
Supplementary Materials
my car, tire gauge, ruler (customary and metric), previous
examples of limericks and haikus.
SIOP Features
x
x
x
x
Preparation
Adaptation of Content
Links to Background
Links to Past Learning
Strategies incorporated
x
x
x
x
Integration of Processes
Reading
Writing
Speaking
Listening
x
x
x
x
Scaffolding
Modeling
Guided practice
Independent practice
Comprehensible Input
x
x
x
x
Application
Hands-on
Meaningful
Linked to Objectives
Promotes engagement
x
x
x
x
Grouping Options
Whole Class
Small groups
Partners
Independent
x
x
x
x
Assessment
Individual
Group
Written
Oral
Review/Assessment
TW review equations and key
vocabulary with a PowerPoint
presentation, including solving
diverse problems (e.g. estimate the
weight of car, solve/create a
limerick).
Working in fours, two sets of pairs,
SW create labeled diagram posters
of car weight estimate in pounds.
All steps should be labeled
correctly. (time allotted, 20 min.)
Individually, SW create a math
poem. Format can be limerick,
haiku, or simple rhyme pattern (see
language objectives).
(Example; I took the number seven,
And multiplied by eleven,
Divided by one,
And when I was done,
I had the same number, 77. SW orally
share poetry (see language objectives).
Language Objectives
After reviewing student-created
limericks and haikus, TW provide the
following equation:
4
12+144+20+3
Wrap-Up:
In the groups of four, SW share posters which diagram their results of estimated car weight. SW be assessed as a group for the
quality of the poster, figures, and estimate. (time allotted, 30 min.)
(Further study will be converting all measurements to metric. Area will be sq.cm. air pressure and weight estimate will be
kg./sq.cm. and kg. estimated, considering countries of origin probably use metric measurements.)
Students will orally share their poems. Individually, SW be assessed on their oral presentation of math poems. (time allotted,
30 min.)
(Future activity could be students creating imaginary dream cars, and recreating activity with made-up data.)
(Total time allotted for lesson is 155 minutes, so the entirety of lesson will last for three class periods.)