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2014-2015 6th Grade Mathematics (UDL Design Model) Week of: 12/1-12/5 Monday Focus: Equations, Functions, Inequalities Tuesday Wednesday Content: Review One Step Equations Content: Functions Content: Essential Question(s): How do you solve a one-step equation? Essential Question: What is a function? Essential Question: How do you graph a function? Functions Thursday Content: Inequalities Friday Content: Inequalities Essential Question: How do you represent an inequality on a line graph? Essential Question: How do you represent an inequality on a line graph? Standards of Learning: Apply and extend previous understandings of arithmetic to algebraic expressions. Reason about and solve one-variable equations and inequalities. Vocabulary: Expression, sum, difference, product, quotient, variable, algebraic, numeric, substitution, equivalent, inequality Common Core/AKS Standards: Common Core/AKS Standards: Common Core/AKS Standards: Common Core/AKS Standards: Common Core/AKS Standards: 32.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true; use substitution to determine whether a given number in a specified set makes an equation or inequality true 33.EE.6 Use variables to represent numbers and write expressions when solving real-world or mathematical problems; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any 37.EE.9 Use variables to represent to quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and related these to the equation. 37.EE.9 Use variables to represent to quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and related these to the equation. 35.EE.8 Write an inequality of the form x < c or x > c to represent the constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. 35.EE.8 Write an inequality of the form x < c or x > c to represent the constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. 2014-2015 6th Grade Mathematics (UDL Design Model) Week of: 12/1-12/5 Focus: Equations, Functions, Inequalities number in a specified set. 34.EE.7 solve real world and mathematical problems by writing and solving one-step linear equations, in the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers Material/Resources: Material/Resources Material/Resources: Material/Resources: Material/Resources: Gallery Walk Counting blocks Graph paper Function tables sheet Graph paper Number Lines worksheet Story Problems worksheet Refer to LOR for additional materials click HERE Target Time: Students will participate in station activities to review standards of struggle. Refer to LOR for additional materials click HERE Target Time: Direct Instructions based on student needs. Refer to LOR for additional materials click HERE Target Time: Students will participate in station activities to review standards of struggle. Refer to LOR for additional materials click HERE Target Time: Direct Instructions based on student needs. Anticipatory Set: Anticipatory Set: Anticipatory Set: Anticipatory Set: Anticipatory Set: Number Talk: What is an equation? Number Talk: What is a function? Number Talk: Creating a function table Number Talk: What is an inequality? Number Talk: Graphing Inequalities Mini-lesson: Model how to use algebra tiles using the manipulatives on the online math book with equivalent expressions. Mini-lesson: Model use counting blocks to show rules in a function Mini-lesson: Model how to use a function table to determine the “rule” of a function Mini-lesson: Model graphing of inequalities on a number line Mini-lesson: Procedures for story problem activity Refer to LOR for additional materials click HERE Target Time: Students will participate in station activities to review standards of struggle. 2014-2015 6th Grade Mathematics (UDL Design Model) Week of: 12/1-12/5 Focus: Equations, Functions, Inequalities Student Tasks: Student Tasks: Student Tasks: Student Tasks: Student Tasks: Students will show that two expressions are equivalent using Algebra tiles. Students will create function tables and use the table to graph functions. Students will determine the rules of a function using function tables Students will work on a hand out to practice graphing inequalities. Students will work in groups to create a line graph for a given inequality and then create their own story problem that accurately demonstrates the line graph. Closure: Closure: Closure: Closure: Closure: Ticket Out the Door Ticket out the door Ticket Out the Dorr Ticket Out the door Ticket Out the Door Where do you feel you are on this standard? Create a function table for 3x What is the rule of this function table? Graph the following inequality. Graph the following inequality x>4 X < 10 SWBAT: Determine inequalities either as a math sentence or a diagram to represent a given scenario. SWBAT: Determine inequalities either as a math sentence or a diagram to represent a given scenario. (provide table) SWBAT: Solve equations for a variable in a one-step equation Daily Lesson Format: SWBAT: Represent functions in tables, pictures, graphs, and eqautions SWBAT: Represent functions in tables, pictures, graphs, and eqautions *Plans may change to meet the needs of all students. Warm-up Anticipatory Set Mini-lesson Student Tasks Closure **SWD/ELL Modifications: per IEP and/or WIDA standards, identified students will be given differentiated instruction to meet individual learner needs. 2014-2015 6th Grade Mathematics (UDL Design Model) Week of: 12/1-12/5 Learning Barrier Focus: Equations, Functions, Inequalities Possible Solutions Resources Student cannot read at grade level Preview text *eClass Learning Objective Repository Student has difficulty comprehending the material Post and review objectives for daily/modeling/thinking map/minlesson/small groups/summarize *Mathematics Online Activities & Resources Student has difficulty mastering the vocabulary Pre-teach vocabulary/pictures, symbol, & definitions charts Student have limited prior knowledge of content being presented Preview material by placing in classroom website Student has difficulty understanding what is expected Checklist/rubric Student has difficulty expressing or discussing what he/she learned Audio/video demonstration with teacher checklist or rubric Student has difficulty with transition and transitioning to new concept Use a timer or music *Teacher’s websites *Discovery Education *National Geographic for Kids * Grade 6 resources from textbook publisher (McGraw Hill)