Lesson Notebook

Madison Harkey Math 350 MW 11:00 am

Ratio / Proportion 111.22. Mathematics, Grade 6. (b) Knowledge and skills. (3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to: (A) use ratios to describe proportional situations; (B) represent ratios and percents with concrete models, fractions, and decimals; and (C) use ratios to make predictions in proportional situations. Lesson title: Magic Cookie Ratios http://illuminations.nctm.org/Lesson.aspx?id=960 Manipulatives: Pattern Block Students use 2 types of pattern blocks to demonstrate the ratios of amount of water to cookie mix. Students learn the relationship of ratios and proportions. Students learn about recipes and increasing/decreasing the amount of ingredients. This uses the engage part of the 5-E lesson model because it helps students make connections between different variables. Since all children are interested in cookies, this would spark the students interest and help them to build a foundation of understanding ratios and proportions.

Percent 111.22. Mathematics, Grade 6. (b) Knowledge and skills. (4) Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to: (A) compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships; (B) apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates; (C) give examples of ratios as multiplicative comparisons of two quantities describing the same attribute; (D) give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients; (E) represent ratios and percents with concrete models, fractions, and decimals; (F) represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers; (G) generate equivalent forms of fractions, decimals, and percents using realworld problems, including problems that involve money; and (H) convert units within a measurement system, including the use of proportions and unit rates. Lesson title: Grid and Percent It http://illuminations.nctm.org/Lesson.aspx?id=960 Manipulatives: none In this lesson, students use a 10 10 grid as a model for solving various types of percent problems. This model offers a means of representing the given information as well as suggesting different approaches for finding a solution. This fits into the 5-E lesson model by explore and explain. The students will be guided through the activity and let them explore what a percent means.

Measurement 111.13. Mathematics, Grade 1. (b) Knowledge and skills. (10) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions. The student is expected to: (A) compare and order two or three concrete objects according to length (longer/shorter than, or the same); (B) compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same); (C) compare two containers according to capacity (holds more, holds less, or holds the same); (D) compare two objects according to weight/mass (heavier than, lighter than or equal to); and (E) compare situations or objects according to relative temperature (hotter/colder than, or the same as). Lesson title: Measures around the room! http://mathforum.org/varnelle/krods3.html Manipulatives: Cuisenaire rods Children use integer bars as a nonstandard tool to measure length. After students have many experiences using nonstandard measurements, they can use standard tools. Students estimate and then use integer bars to measure the different objects. Distribute integer (Cuisenaire) bars to all the children in the class. Students record information on a chart. They form cooperative groups of five students each, in which they are responsible for discussing what rods were used to measure their object (pencil, book, spoon, scissors, crayon). Students exchange objects and follow the same procedure. This fits into the 5-E lesson model in the explore phase because students will go around the classroom and measure different objects throughout the classroom and let them interact with each other.

Perimeter / Area 111.7. Grade 5, Adopted 2012. (b) Knowledge and skills (5) Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: (A) represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; (B) represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence; (C) use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w); and (D) solve problems related to perimeter and area of rectangles where dimensions are whole numbers. Lesson title: Finding Perimeter and Area http://illuminations.nctm.org/Lesson.aspx?id=2176 Manipulatives: Geoboard In this lesson, students develop strategies for finding the perimeter and area for rectangles and triangles using geoboards and graph paper. Students learn to appreciate how measurement is a critical component to planning their clubhouse design.

This fits into the 5-E lesson model with the explore phase because the students will be able to use the geoboard with the activity and discover how to find perimeter and areas of different shapes.

Geometry 111.4. Grade 2, Adopted 2012 (b) Knowledge and skills. (8) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: (A) create two-dimensional shapes based on given attributes, including number of sides and vertices; (B) classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language; (C) classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices; (D) compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and (E) decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts. Lesson title: Tangram fractions Signe E. Kastberg, Beatriz DAmbrosio,Lynch-Davis,Mintos,Krawczyk. (2013). Graphing ratio and proportion. National Council of Teachers of Mathematics, 19(5), 294. Manipulatives: Tangrams The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects (tangram pieces) or sets of objects. The student is expected to construct concrete models of equivalent fractions for fractional parts of whole objects. This fits into the 5-E lesson model in the explore phase because the students will be directly involved with discovering which tangram pieces are fractions of larger tangram pieces.

Motion Geometry 111.23. Mathematics, Grade 7. (b) Knowledge and skills (7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: (A) locate and name points on a coordinate plane using ordered pairs of integers; and (B) graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane Lesson title: How do I fit? Manipulatives: Color tiles http://www.utdanacenter.org/mathtoolkit/instruction/activities/3.php

The student recognizes congruence and symmetry. The student is expected to identify congruent two-dimensional figures. Students use five square tiles to form pentominoes and record each pentomino shape on inch-grid paper. Students cut out their pentominoes and compare theirs to someone else's to determine which ones are congruent. This lesson fits into the 5-E lesson model with the explore phase because the students will learn the key concepts of motion geometry in order to perform the activity. The teacher will make sure the students understand the vocabulary associated with the lesson.

Statistics (data analysis) (9) Probability and statistics. The student displays data in an organized form. The student is expected to: (A) collect and sort data; and (B) use organized data to construct real-object graphs, picture graphs, and bartype graphs. Lesson title: Pizza at Home http://illuminations.nctm.org/Lesson.aspx?id=898 Manipulatives: none Students survey members of their community to determine preferences about pizza. Students compare their results with their classmates and create graphs of their data. Students will compare the results of their surveys, determine if there are any common results among the members of the group, and choose a way of displaying the results in a graphical fashion. This lesson will fit into the 5-E lesson model under the explore phase because the students will answer the activity individually, and then interview others for the survey. Then they would interact with other students as they compare the results from their surveys.

Probability (chance) 111.4. Grade 2, Adopted 2012 (b) Knowledge and skills. (10) Probability and statistics. The student uses information from organized data. The student is expected to: (A) draw conclusions and answer questions using information organized in realobject graphs, picture graphs, and bar-type graphs; and (B) identify events as certain or impossible such as drawing a red crayon from a bag of green crayons. Lesson title: Whats the chance? http://www.utdanacenter.org/mathtoolkit/instruction/activities/3.php Manipulatives: The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to use data to describe events as more likely than, less likely than, or equally likely as.

This lesson will fit into explore and explain phases of the 5-E lesson model. It allows the students to learn how to analyze and calculate probability by reading data. It also allows students to work in groups to communicate their findings of their data to each other while the teacher facilitates the activity.

Equivalent Fractions

Measuring Angles

Computing Percentage Change