LESSON PLAN Chapter 19 TITLE Ways of Looking CONTENT AREAS Proportional Reasoning KEY CONCEPTS Additive Multiplicative and Proportional Reasoning ROOM ARRANGEMENT Preferably desks or tables arranged in four spaces for group work MATERIALS NEEDED Three different types of math manipulatives EX 4 rectangles six circles and three triangles paper and pencil EALRs and GLEs GRADE LEVEL EALR 1 The student understands and applies the concepts and procedures of mathematics Component 1 4 Understand and apply concepts and procedures from probability and statistics Grade Level Expectation 1 4 6 Determine and explain how data can support a point of view Learning Goals Student demonstrates an understanding of the complexity of proportional reasoning and use different mathematical concepts to solve problems PROCEDURES Procedures Phase 1 Today we will be comparing two sets of numbers I want everyone to know today is an exploration day There are no wrong answers only learning happening by trial and error So feel free to take some risks and think outside the box Comparing to sets of numbers can tell us many different things so there will be lots of correct comparisons Remember one of our biggest jobs is explaining our thinking both out loud during group work in our journals and during our follow up discussion I will be calling on folks who can explain their reasoning so remember to be thinking about your thinking Phase 2 We will begin with an individual warm up this also serves as a pre assessment so do your best work Please take out your math journals and tell me which group of shapes has more circles Remember there is more than one way to think about this problem Reflect on the problem in words pictures symbols just remember to show your thinking teacher displays two groups of shapes one group has four rectangles and three circles the other group has three triangles and three circles Phase 3 Next we will break into four learning teams to tackle your next comparisons Remember to work together Explain your thinking and make sure everyone is understanding because after all a team that leaves a player behind also fails itself Learning is our goal not completing the task the quickest After all these are hard problems that require deep thought Working quietly in silence to generate ideas might be a good strategy before you start sharing I will be handing out worksheets Your task is find mathematical arguments for why each runner was the most successful in the 500 meter race overtime We will be meeting for follow up on the rug in 30 minutes WeekMax 0 210 2 202 4 196 Moe 158 154 150 Minnie 113 108 105 Max Moe and Minnie are each on a diet and have recorded their racing time at the start of their spring training and at two week intervals After four weeks which person is the most successful runner The task is to make three different arguments one that would favor each of the three runners POST ASSESSMENT Phase 4 Student groups present their points of view Guiding questions How can you compare each person group with the other Which group has a larger proportion of What are the ways to determine greatest amount of something like objects or weight Phase 5 Today our follow up journal write is our post assessment Please record your findings in your journals Show your thinking using pictures charts other visual organizers and words Assessment The two journal writes and would be compared to each other utilizing the following rubric Emerging Developing Proficient Given an Student will be Students will be Student will be able opportunity to make able to explain able to determine to compare and comparisons of why one group of which group has contrast the different ratios students will shapes has more more circles using answers they came apply mathematical circles than the the multiplicative up with Students concepts and other using reasoning to find can explain their procedures to additive reasoning their answer answers using both determine and to explain their Students can the additive and explain their points reasoning explain more than multiplicative of view one correct answer reasoning to determine which group of shapes has more has more circles Student demonstrates an understanding of the complexity of proportional reasoning Given an Students will be Students will be Students will opportunity to make able to explain able to explain why compare and comparisons of which dieter was two or more dieters contrast the different ratios students will the most could be considered ways that each apply mathematical successful the most successful dieter could be concepts and considered the most procedures to successful determine and explain their points of view Evidence Task for Positive Impact on Student Learning A comparison between the students pre assessments and summative assessments Students self evaluation used to articulate their learning progress toward the stated goal TEACHER REFLECTION ANNOTATED WEB RESOURCES
View Full Document
Unlocking...