Download Science Lesson Planning Template

William Espedal
6th Grade Math
[email protected]
Standards Addressed
6.5A- Students will formulate equations
from problem situations described by
linear relationships.
ELPS
3E-Students will share in cooperative
groups about formulating equations from
problem situations.
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Final Product
Students will be able to formulate
equations from problem situations.
Date: Monday 09/12/2011
Materials Needed
Color tiles and paper bag
6th Grade Math Glencoe Book
Balance
Lesson Name: Equations
Action:
What is the teacher
doing?
Phase 1: Engage:
Students will be asked to try to figure out how many tiles of each color are inside a paper bag. The teacher will provide clues
and the students will use the clues to solve the activity. Students will record their results in their interactive notebook.
Phase 2: Explore:
The teacher will give the students the total number of tiles that could be inside the bag. The students will try to generate
different combinations of how many different colored tiles there could be inside the bag.
Phase 3: Explain:
The teacher will introduce equations to the students. The students will take Cornell notes in their interactive notebook.
Phase 4: Elaborate:
The students will complete the lab on pg. 57 of the Glencoe math book.
What are the students
doing?
Giving directions and
providing clues
Trying to figure out
how many of each color
tiles are in the bag.
Monitoring the room for
behavior and help
students answer the
questions.
Generating different
combinations of color
tiles that could result in
the total number inside
the bag.
Discussing and giving
notes about equations
Listening, taking notes
and asking questions.
Facilitating the lab
Completing the
assignment.
Phase 5: Evaluate:
Students will complete example problems on equations.
Differentiation Strategies
AVID: Cornell Notes
ESL: Manipulatives and visuals
SPED: Visuals and physical examples
Pre-AP:
GT:
Costa’s Questions:
Predict how many tiles of each color
could be inside the bag.
Generate different combinations of
colored tiles that will equal the total
number of tiles inside the bag.
Guided Groups:
Homework:
Spiraling homework
over order of
operations.
William Espedal
6th Grade Math
[email protected]
Standards Addressed
6.5A- Students will formulate equations
from problem situations described by
linear relationships.
ELPS
4C- Students will recognize the
words/phrases that direct them to solving
equations.
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Final Product
Students will be able to formulate
equations from problem situations.
Date: Tuesday 09/13/2011
Materials Needed
Generating equations TAKS problems
Poster paper
Lesson Name: Equations
Action:
What is the teacher
doing?
Phase 1: Engage:
Students will be given a word problem that they will have to solve together.
Phase 2: Explore:
Students will be given a poster paper where they will have to solve the problem using UPS check. They will have to show
what they understand about the problem, how they plan to solve the problem, their solution, and why their answer is correct.
Each student will have to use a different color to demonstrate their participation on the assignment.
Phase 3: Explain:
Each group will present to the class their solution, and the rest of the students will check their work.
Phase 4: Elaborate:
Students will complete the problems that were not covered by the presenters on their own. They will have to solve using UPS
check.
What are the students
doing?
Giving students the
problem they will be
assigned
Reading the problem
and highlighting
important information
Monitoring the room for
behavior and helping
students that need help
Working
collaboratively to
complete the
assignment.
Facilitating discussion
and monitoring the room
Listening and asking
questions. They will
also have to record the
work from their
presenters.
Making sure the students
are completing the
assignment
Completing the
assignment.
Phase 5: Evaluate:
The assignment will be graded for understanding.
Differentiation Strategies
AVID: Presentational speaking
ESL: Group discussion
SPED: Peer help
Pre-AP:
GT:
Costa’s Questions:
How are you going to plan to solve the
problem?
Guided Groups:
Homework:
Students will complete
any problem they did
not complete in class
for homework.
William Espedal
[email protected]
Standards Addressed
6.01D-The student is expected to write
prime factorization using exponents
ELPS
5G- Students will narrate, describe, and
explain in writing about prime
factorization
6th Grade Math
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Date: Wednesday 09/14/2011
Final Product
The student will write prime factorization
using exponents.
Materials Needed
Poster boards (4)
Homework with guided practice.
Lesson Name: Prime and Composite Numbers
Action:
What is the teacher
doing?
What are the students
doing?
Leading discussion and
asking questions
Listening and
answering the questions
Phase 2: Explore:
The teacher will then place two composite numbers up for the students to do the same activity. The students will then be
asked to compare the difference between the prime and the composite number.
Giving directions and
monitoring the room
Comparing between
prime and composite
numbers
Phase 3: Explain:
The teacher will display the definitions of prime and composite numbers. She will go over the definitions and give examples
on the board. The teacher will also review divisibility rules with the students. The students will take Cornell notes.
Giving notes and
discussing the lesson
Taking Cornell notes
and asking questions
Walking around helping
students and monitoring
for behavior
Completing the
worksheet.
Phase 1: Engage:
The teacher will have two prime numbers written on small poster boards. She will put both numbers on the board and ask
students what is special about the numbers. She will ask students if either of the numbers have any factors, other than one and
the numbers themselves.
Phase 4: Elaborate:
Students will complete worksheet where they will have to identify prime and composite numbers.
Phase 5: Evaluate:
Graded for understanding.
Differentiation Strategies
AVID: Cornell notes
ESL: visuals and physical examples
SPED: visuals and physical examples
Pre-AP:
GT:
Costa’s Questions:
Describe the difference between a
prime number and a composite
number.
Guided Groups:
Homework:
Guided practice
William Espedal
Standards Addressed
6.01D-The student is expected to write
prime factorization using exponents
6th Grade Math
[email protected]
ELPS
5G- Students will narrate, describe, and
explain in writing about prime
factorization
xtn:6052
Date: Thursday 09/15/2011
Final Product
The student will write prime factorization
using exponents.
Materials Needed
Video and speakers
Quiz
Prime factorization practice
Lesson Name: Prime Factorization
Action:
Phase 1: Engage:
The students will watch an 18 minute video on prime factorization.
Phase 2: Explore:
Students will take a small quiz on the video to demonstrate they paid attention and understood what was being discussed.
Phase 3: Explain:
The teacher will go over prime factorization power point. The students will take Cornell notes and ask questions.
Phase 4: Elaborate:
The students will write a summary about prime factorization from their notes.
What is the teacher
doing?
What are the students
doing?
Monitoring the room and
making sure the students
are paying attention
Watching the video and
taking notes
Monitoring the room
Completing the quiz.
Going over the power
point
Taking Notes
Monitoring the room for
behavior
Completing the
summary.
Phase 5: Evaluate:
Grade summary for understanding.
Differentiation Strategies
AVID: Cornell notes
ESL: Listening and writing
SPED: visual and physical examples.
Pre-AP:
GT:
Costa’s Questions:
List the steps to find the prime
factorization of the number 60.
Guided Groups:
Homework:
Prime Factorization
practice
William Espedal
6th Grade Math
[email protected]
Standards Addressed
6.01D-The student is expected to write
prime factorization using exponents
ELPS
5G- Students will narrate, describe, and
explain in writing about prime
factorization
xtn:6052
Date: Friday 09/16/2011
Final Product
The student will write prime factorization
using exponents.
Materials Needed
Factoring with tiles worksheet
Tiles
Poster paper
Lesson Name: Prime Factorization
Action:
What is the teacher
doing?
Phase 1: Engage:
Students will be given a worksheet over factoring. They will work with tiles to get more in depth understanding of what
factoring is.
Phase 2: Explore:
Students will then complete example problems using the tiles to demonstrate factoring.
Phase 3: Explain:
The teacher will go in depth over factoring, and review prime factorization with the students.
Phase 4: Elaborate:
Students will complete prime factorization models with their group members. They will then choose one model to present to
the class.
Phase 5: Evaluate:
Students will present their model to the class. Graded for understanding.
Differentiation Strategies
AVID: Cornell notes
ESL: visuals and physical examples
SPED: Visuals and physical examples
Pre-AP:
GT:
Costa’s Questions:
Create a model over the prime
factorization of the number 86.
Guided Groups:
What are the students
doing?
Leading the activity and
making sure students
complete each model
correctly
Completing the
assignment
Monitoring the room
Completing the
examples.
Reviewing with the
students.
Listening, taking notes
and asking questions.
Monitoring the activity
Working together to
solve the models
Probing discussion
Listening to presenters
Homework: