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Jim Hill High School

Two Week Lesson Plan (Feb. 18 & March 3) Block Schedule

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Lesson Plan

    

Subject: Mathematics

 

Standards:

Mississippi Mathematics Framework Content Standard: Number and Operations

Competency/ Objective: 1a

NCTM Standards: 1.1, 1.2 & 1.3

INTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9 & 10

NCATE Standards: 1, 2, 3, 4, & 5

 

Competency: Analyze relationships among numbers and the four basic operations, compute fluently, and make reasonable estimates.

 

Objective: Compare and order integers, decimals to the nearest thousandths, like and unlike fractions, and mixed numbers using >, <, and =.

 

Materials:

Index cards

Cords

Paper clips

Clothespins

 

Procedure:

Give groups of students nine index cards with a single digit written on each. Arrange the cards to form the greatest and least value. Use symbols > or < to compare numbers. Have the students write both numbers in word and expanded form.

 

Give groups of students three index cards with a single digit written on each and one index card with a decimal point. Arrange the cards to make the greatest and least decimal numbers possible. Use symbols > or < to compare numbers. Have the students write the displayed numbers in all three forms.

 

Stretch a strong cord such as a small diameter clothesline across the room. Prepare ten 5 * 9 index cards with whole numbers, fractions, and decimals written on them. Using paper clips or clothespins, place four or five cards on the line in correct order from least to greatest. Pass out the remaining cards to a group of students and have them pin or clip their card in the proper position on the line. The observing students should check the line and explain reasoning.

 

Assessment Rubric:

Students will be assessed by demonstrating that they can correctly show which numbers are > or <. They must perform with 80% accuracy to have mastered the concept.

 

Lesson Plan

 

Standards:

Mississippi Mathematics Framework Content Standard: Number and Operations

Competency/ Objective: 1b

NCTM Standards: 1.1, 1.2 & 1.3

INTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9 & 10

NCATE Standards: 1, 2, 3, 4, & 5

 

Competency: Analyze relationships among numbers and the four basic operations, compute fluently, and make reasonable estimates.

 

Objective: Compose and decompose seven-digit numbers and decimals through thousands in word, standard, and expanded forms.

 

Materials:

Index cards

 

Procedure:

Give groups of students three index cards with a single digit written on each and one index card wit a decimal point. Arrange the cards to make the greatest and least decimal numbers possible. Use symbols > or < to compare numbers. Have the students write the displayed numbers in all three forms.

 

Assessment Rubric:

Students will be assessed by demonstrating that they can correctly show which numbers are > or <. They must perform with 80% accuracy to have mastered the concept.

 

 

 

Lesson Plan

 

Standards:

Mississippi Mathematics Framework Content Standard: Number and Operations

Competency/ Objective: 1c

NCTM Standards: 1.1, 1.2 & 1.3

INTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9 & 10

NCATE Standards: 1, 2, 3, 4, & 5

 

Competency: Analyze relationships among numbers and the four basic operations, compute fluently, and make reasonable estimates.

 

Objective: Identify factors and multiples of whole numbers.

 

Materials:

100s charts

 

Procedure:

Students should realize that multiples could be a result of “skip counting.” Provide opportunities for students to find missing multiples.

 

Provide a copy of a 100s chart to each student and prepare a “Sieve of Eratosthenes” to define the prime numbers between 1 and 100. To prepare the Sieve, first, cross out 1 because it is neither prime nor composite. Circle 2, 3, 5, and 7. They are the prime numbers between 1 and 10. Using different colors, shade a portion of each square that contains multiples of 2, 3, 4, 5, 6, 7, 8, 9, and 10.  Circle all the numbers that are left. They are the prime numbers between 1 and 100. Have the students write observations on what they discover. Then, have them make connections between this and the divisibility rules.

 

Assessment Rubric:

Students will be assessed by how well they can identify factors and multiples of whole numbers. They will do so by finding the prime and composite numbers. They must perform with 80% accuracy to have mastered the concept.

 

 

Lesson Plan

 

Standards:

Mississippi Mathematics Framework Content Standard: Number and Operations

Competency/ Objective: 1d

NCTM Standards: 1.1, 1.2 & 1.3

INTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9 & 10

NCATE Standards: 1, 2, 3, 4, & 5

 

Competency: Analyze relationships among numbers and the four basic operations, compute fluently, and make reasonable estimates.

 

Objective: Model and distinguish between prime and composite numbers.

 

Materials:

100s chart

Highlighters

Pencils

 

Procedures:

Explain the divisibility rules stating that “divisibility” means able to be divided without having a remainder. Display these rules and test a variety or numbers to 500.

 

Students will distinguish prime numbers and composite numbers on a hundreds chart by highlighting the composite numbers and circling the prime numbers. The prime numbers are divisible only by itself and one.

 

Assessment Rubric:

Students will be assessed by how well they distinguish prime numbers from composite numbers. They must perform with 80% accuracy to have mastered the concept.

 

 

 

Lesson Plan

 

Standards:

Mississippi Mathematics Framework Content Standard: Number and Operations

Competency/ Objective: 1e

NCTM Standards: 1.1, 1.2 & 1.3

INTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9 & 10

NCATE Standards: 1, 2, 3, 4, & 5

 

Competency: Analyze relationships among numbers and the four basic operations, compute fluently, and make reasonable estimates.

 

Objective: Model and identify equivalent fractions including conversion of improper fractions to mixed numbers and vice versa.

 

Materials:

Fraction strips

Fraction “pizzas”

Circles

 

Procedure:

Use overhead projector and student sets of fraction strips to model commonly used fractions such as 1/8, 1/6, 1/4, and 1/3. Stack the fraction strips to show equivalent fractions.

 

Use fraction “pizzas” or circles to model equivalent fractions. Have students write their relationships. For example, 1/2 = 2/4.

 

Assessment Rubric:

Students will be assessed by properly demonstrating fractions using fraction strips. They must correctly demonstrate fractions with 80% accuracy to have mastered the concept.

 

 

Lesson Plan

 

Standards:

Mississippi Mathematics Framework Content Standard: Number and Operations

Competency/ Objective: 1f

NCTM Standards: 1.1, 1.2 & 1.3

INTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9 & 10

NCATE Standards: 1, 2, 3, 4, & 5

 

Competency: Analyze relationships among numbers and the four basic operations, compute fluently, and make reasonable estimates.

 

Objective: Add, subtract, multiply, and divide using non-negative rational numbers.

 

Materials:

Fraction strips

Pattern blocks

Fraction calculators

Index cards

 

Procedure:

Use fraction strips to demonstrate addition and subtraction of like and unlike fractions.

 

Use pattern blocks to show students how to add and subtract like and unlike fractions and mixed numbers.

Use fraction calculators to verify results.

 

Prepare index cards with decimal numbers. Have the students select two index cards. Using the calculator, find the rule product and record. Select a second card and find the product using the calculator. Continue until the rule for multiplying decimal numbers is discovered. The product will have the same number of decimal places as the two factors combined. Discuss products that end in zero.

 

Students will solve word problems that require division with a remainder. They will decide the necessity of either dropping the remainder, use it as part of the answer, or use it to round the quotient up by 1.

 

Assessment Rubric:

Students will be assessed on how well they can add and subtract fractions, solve word problems using division, and find the product using a calculator. They must perform with 80% accuracy to have mastered these concepts.

 

 

Lesson Plan

 

Standards:

Mississippi Mathematics Framework Content Standard: Number and Operations

Competency/ Objective: 1g

NCTM Standards: 1.1, 1.2 & 1.3

INTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9 & 10

NCATE Standards: 1, 2, 3, 4, & 5

 

Competency: Analyze relationships among numbers and the four basic operations, compute fluently, and make reasonable estimates.

 

Objective: Estimate sums, differences, products, and quotients of non-negative rational numbers to include strategies such as front-end rounding, benchmark numbers, compatible numbers, and rounding.

 

Materials:

Index cards

Calculators

Library

Internet

 

Procedure:

Prepare index cards with decimal numbers. Have the students select two index cards. Estimate the product and record it. Using calculators, find the product, compare with estimation, and record. Select a second card and find the product using estimation and calculators. Continue until the rule for multiplying decimal numbers is discovered. The product will have the same number of decimal places as the two factors combined. Discuss products that end in zero.

 

Using the school library or internet, have students find the population of Miami and the seating capacity of the Joe Robbie Stadium, home of the Miami Dolphins. Have pairs use compatible numbers and estimation to write a fraction with the seating capacity of the stadium as the numerator and the population of Miami as the denominator. Ask the students to write the fraction in the simplest form. Have think about how this fraction might affect Miami residents who would like to get tickets for a Dolphins game.

 

Assessment Rubric:

Students will be assessed on how well they estimate sums, differences, products, and quotients. They must perform with 80% accuracy to have mastered the concepts.

 

 

 

Lesson Plan

 

Standards:

Mississippi Mathematics Framework Content Standard: Algebra

Competency/ Objective: 2a

NCTM Standards: 2.1, 2.2, 2.3 & 2.4

INTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9 & 10

NCATE Standards: 1, 2, 3, 4, & 5

 

Competency: Explain and analyze number relationships and functions using algebraic symbols, and demonstrate an understanding of the properties of the basic operations.

 

Objective: Determine the value of variables in equations and inequalities, justifying the process.

 

Materials:

Input/output function tables

Pencils

Index cards

 

Procedure:

Provide students with a blank input/output function table. Have them draw a rule card that will determine the output. The rule cards should be with addition, subtraction, multiplication, and division. Pass out cards with input values to include whole numbers, fractions, and decimals. Students will record the input values and compute the output by applying the rule. As a variation, cards can be prepared with some input values and some output values. This will require the student to compute the missing values using the inverse operation.

 

Assessment Rubric:

Students will be assessed on how well they can find the correct output value. They will have to correctly determine the value of variables in equations to do so. Students will have to perform with 80% accuracy to have mastered the concept.

 

 

 

Lesson Plan

 

Standards:

Mississippi Mathematics Framework Content Standard: Algebra

Competency/ Objective: 2b

NCTM Standards: 2.1, 2.2, 2.3 & 2.4

INTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9 & 10

NCATE Standards: 1, 2, 3, 4, & 5

 

Competency: Explain and analyze number relationships and functions using algebraic symbols, and demonstrate an understanding of the properties of the basic operations.

 

Objective: Devise a rule for an input/output function table, describing it in words and symbols.

 

Materials:

Number sequence cards

 

Procedure:

The teacher will prepare number sequence cards for half of the class. The other half will have cards prepared that show the rule that explains the sequence. The rule is double each number. Have students match the rule with the corresponding sequence card.

 

Assessment Rubric:

The students will be assessed based on how well they match the rule with the correct number sequence card. They must perform with 80% accuracy to have mastered the concept.

 

 

 

 

Lesson Plan

 

Standards:

Mississippi Mathematics Framework Content Standard: Algebra

Competency/ Objective: 2c

NCTM Standards: 2.1, 2.2, 2.3 & 2.4

INTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9 & 10

NCATE Standards: 1, 2, 3, 4, & 5

 

Competency: Explain and analyze number relationships and functions using algebraic symbols, and demonstrate an understanding of the properties of the basic operations.

 

Objective: Apply the properties of basic operations to solve problems:

  • Zero property of multiplication
  • Commutative properties of addition and multiplication
  • Associative properties of addition and multiplication
  • Distributive properties of multiplication over addition and subtraction
  • Identity properties of addition and multiplication

 

Materials:

Pencils

Paper

 

Procedure:

A rectangular array can be used to demonstrate the distributive property. Construct a rectangular array to represent 6*7; 6 down and 7 across. Separate this into two arrays of 6 down, 3 across and 4 across. It will show 6*7=6*3+6*4

 

Have students work in groups of three. Provide groups with the same multiplication problem to solve in different ways. One student may solve the problem by using an array model, one student may incorporate the Distributive Property to break down the numbers, and another may use paper and pencil. Have group members meet and list advantages and disadvantages of using each method to solve a problem.

 

Assessment Rubric:

Students will be assessed based on how they accurately apply the properties of basic operations to solve problems. They must perform with 80% accuracy to have mastered the concept.

 

 

 

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