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6TH AND 7TH GRADE MATH RESOURCE Mrs. Toomer Monday, April 7,2014 & Tuesday, April 8,2014 Math Bench Mark Wednesday, April 9,2014 Make-up Bench Mark test FYI Benchmark Tests: Monday- April 7 , 2014 (Math) Friday- April 8,2014 (Math) Benchmark Make-Up Testing Spring Break –April 1418,2014 Differentiation A variety of methods will be used to accommodate the needs of individual learners such as: o IEP’s and 504 Plans are followed o hands-on activities o discussions through whole group and shoulder buddies o informational text strategies (steps to problem solving) o note taking Assessment • CFU throughout the lesson and in closure. I will be looking for at least 80% skill mastery daily. • Homework and classwork will be graded on the following scale: 100 -All Completed, 75- if 75% is completed, 60- if 60% is completed or less. “getting into shape classroom project” This assignment will help you to become aware of geometric shapes and their frequent occurrence in daily life. You will find pictures in magazines with examples of each of the following shapes that are provided in your project packet. “getting into shape” Directions These pictures must be mounted on the paper provided in your packet, using glue sticks. Please trace or outline the shape within the picture with a black marker. You will also write the word and its’ definition on the page (Please Write NEAT). “getting into shape” Page Example Parallel Lines -lines that are in the same plane and never intersect. 6th Grade Lesson Plans thursday’s Bell Work April 10, 2014 (Review)Draw and Name the following geometric shapes below in your bell work journal. Check to see if you got them right. FYI Benchmark Tests: Monday- April 7 , 2014 (Math) Friday- April 8,2014 (Math) Benchmark Make-Up Testing Spring Break –April 1418,2014 Agenda • • • • • • • • • • • • Bell Work Review Instructions for “Getting into Shapes” Project Review Essential Question Relevance Prior learning Modeling (I Do) Guided Practice (We Do) Closure/CFU Reflection Independent Practice ( You Do)(CFU) Early finishers- work on math project HAVE A GREAT DAY! Essential Question How do interpret a bar graph? Rules for working with bar graphs • What is a bar graph? A bar graph uses bars to show how quantities compare. The heights or lengths of the bars in a bar graph are used to interpret numbers called data. Every bar graph has a title, categories, a label for the horizontal axis, and a scale and interval for the vertical axis. opening activity • “What is this report/article claiming?” • “What facts does the report/article give to support its claim?” • “How do you think it got its facts?” End the discussion with agreement that someone would have to count and record the numbers over time or in different locations to make it possible to compare information and draw conclusions. Relevance: how am I going to use this information? Knowing how to interpret a bar graph will allow you to make predictions from graphs in the newspaper and magazines. prior learning Being able to solve problems in your daily life is a part of interpreting data in an organized manner. You have used this skill throughout your life in every class that you have attended. Today, you will build onto that information by interpreting data found in bar graphs. This lesson will teach you how to answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency tables, pictograms . Real Life Application A survey of students' favorite after-school activities was conducted at a school. The table below shows the results of this survey. Standards 6.sp.1 recognize a statistical question as one that anticipates variability in the data related to the question and accounts for the it in the answers. 6.SP.4 display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6th Grade Lesson Modeling and Guided Practice Level G Module 7 Vmath Lesson 1: bar graphs Modeling: Teacher will open the lesson by completing the Get Started Section (I Do) in the Vmath skill book page 1 and providing Guided practice while completing the Try It Together Section(We Do) on page 2. (CFU-Review lesson if needed) CFU/Closure Use your dry erase board to answer the questions. What is a bar graph used for? Reflection today’s lesson Was ________ Because _________________________________. Reflection **Write it on your dry erase board** 6th Independent Practice Independent work: students will complete the skill building: new and review section on page 3 (you do). Students may work with a shoulder buddy at this time to complete assignment. Teacher will rotate throughout the classroom and provide extra support to students. (CFU-Review lesson if needed) Bell Work Friday, April 11,2014 Choose a shape from the box on the table when you walk into the classroom. Essential Question How do I gain understanding of another math symbol’s perspective? “STEP IN” STRATEGY STEP INSIDE “Seeing from another’s perspective” What is PERSPECTIVE? point of view what a person sees, understands, & believes Step Inside - Description DIRECTIONS- Today, I’m going to ask you to pretend/imagine you’re a three-dimensional shape. You will imagine what this particular shape might observe, understand, believe, care about, and question/wonder when being used in math or other situation of your choice. Your reflection will include your ability to describe yourself in a particular situation without giving the name of the shape. It will be the audience’s responsibility to guess which shape you are. The goal of this activity is for you to see things from a different perspective (other than your own) based on evidence. Step Inside Hypothesize- Pretend that you are a three-dimensional shape. How might you as this shape understand, believe, care about, question/wonder? Agenda • • • • • • • • • • • • Bell Work Review Instructions for “Getting into Shapes” Project Review Essential Question Relevance Prior learning Modeling (I Do) Guided Practice (We Do) Closure/CFU Reflection Independent Practice ( You Do)(CFU) Early finishers- work on math project HAVE A GREAT DAY! Essential Question How do interpret a bar graph? Rules for working with bar graphs • What is a bar graph? A bar graph uses bars to show how quantities compare. The heights or lengths of the bars in a bar graph are used to interpret numbers called data. Every bar graph has a title, categories, a label for the horizontal axis, and a scale and interval for the vertical axis. opening activity • “What is this report/article claiming?” • “What facts does the report/article give to support its claim?” • “How do you think it got its facts?” End the discussion with agreement that someone would have to count and record the numbers over time or in different locations to make it possible to compare information and draw conclusions. Relevance: how am I going to use this information? Knowing how to interpret a bar graph will allow you to make predictions from graphs in the newspaper and magazines. prior learning Being able to solve problems in your daily life is a part of interpreting data in an organized manner. You have used this skill throughout your life in every class that you have attended. Today, you will build onto that information by interpreting data found in bar graphs. This lesson will teach you how to answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency tables, pictograms . Real Life Application A survey of students' favorite after-school activities was conducted at a school. The table below shows the results of this survey. Standards 6.sp.1 recognize a statistical question as one that anticipates variability in the data related to the question and accounts for the it in the answers. 6.SP.4 display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6th Grade Lesson Modeling and Guided Practice Level G Module 7 Vmath Lesson 1: bar graphs Modeling: Teacher will open the lesson by completing problems from the Problem Solving: New and Review Section (I Do) in the Vmath skill book page 4 and providing Guided practice while completing the page along with students (We Do). (CFU-Review lesson if needed) CFU/Closure Use your dry erase board to answer the questions. What is a bar graph used for? Reflection today’s lesson Was ________ Because _________________________________. Reflection **Write it on your dry erase board** 6th Independent Practice Independent work: students will complete the reteach vmath skill sheet(you do). Students may work with a shoulder buddy at this time to complete assignment. Teacher will rotate throughout the classroom and provide extra support to students. (CFU-Review lesson if needed) 7th Grade Lesson Plans Bell Work Thursday, April 10,2014 Draw the symbol to match the word. 1. Line 2. Line segment 3. Point 4. Intersecting lines 5. Parallel lines Agenda • • • • • • • • • • • • Bell Work Review Instructions for “Getting into Shapes” Project Review Essential Question Relevance Prior learning Modeling (I Do) Guided Practice (We Do) Closure/CFU Reflection Independent Practice ( You Do)(CFU) Early finishers- work on math project HAVE A GREAT DAY! Essential Question How do I use the correct symbols to identify and name points, lines, line segments, rays, planes, and the relationship between intersecting, parallel, and perpendicular lines? Math Vocabulary • • • • • Point- a location in space that has no size • Line- a straight path with no endpoints Line segment- part of a line with two endpoints • Ray-apart of a line with one endpoint • Plane- a flat surface with no boundaries Intersecting lines- lines that cross at one point Parallel lines- lines that are in the same plane and never intersect Perpendicular lines- lines that intersect to form 90degree angles Rules for Points and Lines Relevance: how am I going to use this information? Artist create and manipulate a variety of geometric figures in designing buildings, furniture, landscape, videos, magazines, and clothing. As computer technology advances, more opportunities open up for imaginative people who know how to draw, measure, analyze, and combine geometric shapes. Prior Learning Today, we are going to begin working on geometry. We will learn about line segments, rays, and lines. You have seen lines and points throughout the course of you life by observing architecture and nature. We are going to learn why knowing the figures of geometry are so important to our daily lives. Real Life Application Look at the pictures. Can you see examples of different points and lines? Standards 7.G.2 & 7.G.5 Introduce points, lines and planes as the essential building blocks of geometry. 7th Grade Lesson Modeling and Guided Practice Level h Module 5 Vmath Lesson 1: Terms and figures in geometry Modeling: Teacher will open the lesson by completing the Get Started Section (I Do) in the Vmath skill book page 1 and providing Guided practice while completing the Try It Together Section(We Do) on page 2. (CFU-Review lesson if needed) CFU/Closure Answer the following: 1. What is a straight path with no endpoints? 2. What is a part of a line with two endpoints? 3. A location in space that has no size is a ____________. 4. A part of a line with one endpoint is a __________. Word Bank --Point --line --ray --line segment Reflection today’s lesson Was ________ Because _________________________________. Reflection **Write it on your dry erase board** 7th Grade Independent Practice Independent work: students will complete the skill building: new and review section on page 3(you do). Students may work with a shoulder buddy at this time to complete assignment. Teacher will rotate throughout the classroom and provide extra support to students. (CFU-Review lesson if needed) Bell Work Friday, April 11,2014 Choose a shape from the box on the table when you walk into the classroom. Essential Question How do I gain understanding of another math symbol’s perspective? “STEP IN” STRATEGY STEP INSIDE “Seeing from another’s perspective” What is PERSPECTIVE? point of view what a person sees, understands, & believes Step Inside - Description DIRECTIONS- Today, I’m going to ask you to pretend/imagine you’re a three-dimensional shape. You will imagine what this particular shape might observe, understand, believe, care about, and question/wonder when being used in math or other situation of your choice. Your reflection will include your ability to describe yourself in a particular situation without giving the name of the shape. It will be the audience’s responsibility to guess which shape you are. The goal of this activity is for you to see things from a different perspective (other than your own) based on evidence. Step Inside Hypothesize- Pretend that you are a three-dimensional shape. How might you as this shape understand, believe, care about, question/wonder? Agenda • • • • • • • • • • • • Bell Work Review Instructions for “Getting into Shapes” Project Review Essential Question Relevance Prior learning Modeling (I Do) Guided Practice (We Do) Closure/CFU Reflection Independent Practice ( You Do)(CFU) Early finishers- work on math project HAVE A GREAT DAY! Essential Question How do I identify, name, and classify an angle? Math Vocabulary • Complementary angles- two angles whose measures have a sum of 90 degrees • Supplementary angles- two angels whose measures have a sum of 180 degrees • Adjacent angles- two angles that share a vertex and a common side and do not overlap • Congruent angles-two angles with the same measure • Vertical angles- the opposite congruent angles formed by two intersecting lines Rules for angles Relevance: how am I going to use this information? Knowing how to identify types of angles formed by parallel lines can help you make proportional drawings. Prior Learning You have seen angles throughout the course of your life in everyday living. Angles are found all around us. We see angles so much that we may not even be aware of our prior knowledge of them. Real Life Application Look at the pictures. Can you see examples of different angles? Standards 7.G.2 & 7.G.5 Introduce measuring and constructing angles as the essential building blocks of geometry. 7th Grade Lesson Modeling and Guided Practice Level h Module 5 Vmath Lesson 2: Angles Modeling: Teacher will open the lesson by completing the Get Started Section (I Do) in the Vmath skill book page 5 and providing Guided practice while completing the Try It Together Section(We Do) on page 6. (CFU-Review lesson if needed) CFU/Closure Answer the following: 1. An angle whose measure is exactly 90 degrees is a _______ _______. 2. An angle whose measure is less than 90 degrees is a ______ ______. 3. An angle whose measure is exactly 180 degrees is a _____ _____. 4. An angle whose measure is between 90 degrees and 180 degrees is an ______ _____. --Straight angle -- right angle --- acute angle ---obtuse angle Reflection today’s lesson Was ________ Because _________________________________. Reflection **Write it on your dry erase board** 7th Grade Independent Practice Independent work: students will complete the skill building: new and review section on page 7 (you do). Students may work with a shoulder buddy at this time to complete assignment. Teacher will rotate throughout the classroom and provide extra support to students. (CFU-Review lesson if needed)