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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)