Lesson Plan

Subject: Mathematics

Standards:

Mississippi Mathematics Framework Content Standard: Algebra

Competency/
Objective: 2d

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 inverse
operations of addition/subtraction and multiplication/division to problem-solving situations.

Materials:

Newspapers

Sales papers

Procedure:

Have students cut items from
newspaper or sales paper. Use items to write problems that require using one of the basic operations. Students will then check
by applying the appropriate inverse operation for their problem.

Students will work in pairs
to complete an input/output table. Have one student create a table and devise a rule. The second student tries to determine
the rule. Then have students reverse roles and repeat.

Assessment Rubric:

The students will be assessed
based on how well they apply inverse operations to problem-solving situations. They must perform with 80% accuracy to have
mastered the concept.

Lesson Plan

Standards:

Mississippi Mathematics Framework Content
Standard: Geometry

Competency/
Objective: 3a

NCTM
Standards: 3.1, 3.2, & 3.3

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

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

Competency: Develop mathematical
arguments about geometric relationships and describe spatial relationships using coordinate geometry.

Objective: Analyze and describe
the characteristics of symmetry relative to classes of polygons.

Materials:

Construction paper (for shapes)

Procedure:

Have students construct polygons
with a variety of materials. Help students identify specific characteristics of each figure, including the symmetric qualities
of different figures and some relationships between two-dimensional and three-dimensional figures. For example, note how circles
may have more lines of symmetry than triangles.

Provide students with several
polygon forms, such as parallelograms, triangles, squares, hexagons, etc. Have students work in pairs to find and mark all
of the lines of symmetry for each shape. Have students cut out shapes and fold on their lines to test their conjectures.

Assessment Rubric:

Students will be assessed
by correctly identifying characteristics of polygons. They must correctly identify the characteristics of polygons with 80%
accuracy to have mastered the concept.

Lesson Plan

Standards:

Mississippi Mathematics Framework Content
Standard: Geometry

Competency/
Objective: 3b

NCTM
Standards: 3.1, 3.2, & 3.3

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

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

Competency: Develop mathematical
arguments about geometric relationships and describe spatial relationships using coordinate geometry.

Objective: Explain the relationship
between coordinates in each quadrant of the coordinate plane.

Materials:

Grids

Pencils

Bridge Map

Procedure:

Have students plot ordered
pairs on a grid, in pattern. Divide students into pairs. Have one group member call out their ordered pairs while the other
member graphs the coordinates. Have students compare the patterns and reverse roles. Have students explain the relationships
between coordinates in each quadrant.

Using a Bridge Map, have
students illustrate the relationship.

Assessment Rubric:

Students will be assessed
by explaining the relationship between coordinates in each quadrant of the coordinate plane. They must be able to explain
the relationships between the quadrants with 80% accuracy to have mastered the concept.

Lesson Plan

Standards:

Mississippi Mathematics Framework Content
Standard: Geometry

Competency/
Objective: 3c

NCTM
Standards: 3.1, 3.2, & 3.3

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

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

Competency: Develop mathematical
arguments about geometric relationships and describe spatial relationships using coordinate geometry.

Objective: Describe the characteristics,
including the relationship of the pre-image and the image, of each type of transformation (rotations or turns, reflections
or flips, and translations or slides) of two-dimensional figures.

Materials:

Patten blocks

Grid paper

Pencils

Geo boards

Colored rubber bands

Procedure:

Have students use pattern
blocks to explore rotations reflections, and translations. Trace around their shapes on grid paper and perform one of the
transformations and draw the shape again. Label each transformation as it is drawn. Repeat the process for each of the transformations.

Use geo boards and colored
rubber bands to demonstrate transformations. The student will use one color band to represent the original figure and another
color to represent the transformation specified by the teacher.

Assessment Rubric:

Students will be assessed
on how they describe the characteristics and relationships of two-dimensional figures. They will have to thoroughly explain
rotations, reflections and translations. They must perform with 80% accuracy to have mastered the concept.

Lesson Plan

Standards:

Mississippi Mathematics Framework Content
Standard: Geometry

Competency/
Objective: 3d

NCTM
Standards: 3.1, 3.2, & 3.3

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

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

Competency: Develop mathematical
arguments about geometric relationships and describe spatial relationships using coordinate geometry.

Objective: Construct and
analyze two-and three-dimensional shapes to solve problems involving congruence and symmetry.

Materials:

Centimeter grid paper

Newspapers

Sales papers

Scissors

Stencils

Procedure:

Have students use centimeter
grid paper to draw congruent polygons. Draw examples of congruency using irregular shapes.

Provide students with geometric
figures from newspaper or sales papers. Then have students to enlarge the figure by drawing it onto grid paper. Have students
determine if the shapes are congruent of symmetrical and explain why or why not.

Cut out letters of the alphabet
using large stencils. Place letters in a center. Have groups determine which letters have symmetry. Have each group describe
the line of symmetry to the class.

Assessment Rubric:

Students will be assessed
on how well they can construct two-and-three dimensional shapes to solve problems. They will have to find out which shapes
are congruent and which ones are symmetric. They must perform with 80% accuracy to have mastered the concept.

Lesson Plan

Standards:

Mississippi Mathematics Framework Content
Standard: Geometry

Competency/
Objective: 3e

NCTM
Standards: 3.1, 3.2, & 3.3

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

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

Competency: Develop mathematical
arguments about geometric relationships and describe spatial relationships using coordinate geometry.

Objective: Label ordered
pairs in the coordinate plane.

Materials:

Coordinate planes

Procedure:

Provide students with two
to three small coordinate planes. Model for students how to identify coordinates for each identified point. Then have students
write the coordinates for each identified points called out by the teacher.

Assessment Rubric:

Students will show that they
can develop mathematical arguments about geometric relationships by discussing them. They will also describe spatial relationships
using coordinate geometry. They must perform with 80% accuracy to have mastered the concept.

Lesson Plan

Standards:

Mississippi Mathematics Framework Content
Standard: Measurement

Competency/
Objective: 4a

NCTM
Standards: 4.1, & 4.2

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

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

Competency: Develop concepts
and apply appropriate tools and techniques to determine units of measure.

Objective: Estimate and measure
length to the nearest millimeter in the metric system and one-sixteenth inch in the English system.

Materials:

Math textbooks

Classroom

Ruler

Desks

Boxes

Procedure:

Place students in groups
and have them consider objects such as width of their math textbook and the length of the classroom. Have students determine
the best unit of measure to use in the metric and in the English system. Have students measure the textbook to the nearest
centimeter and one-eighth of an inch and the length of the classroom to the nearest meter and yard.

Estimate the dimensions of
tops of desks in the classroom. Measure each to the nearest millimeter and one-sixteenth of an inch. Discuss the appropriateness
of these units of measurement.

Have students work in pairs.
Provide them with several different size boxes. Ask partners to estimate and then measure the sides of the boxes in both metric
and customary units. Measure to the nearest millimeter and 1/16 of an inch. Compare the measurements.

Assessment Rubric:

Students will be assessed
on how well they can measure length to the nearest millimeter. They must perform with 80% accuracy to have mastered the concept.

Lesson Plan

Standards:

Mississippi Mathematics Framework Content
Standard: Measurement

Competency/
Objective: 4d

NCTM
Standards: 4.1, & 4.2

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

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

Competency: Develop concepts
and apply appropriate tools and techniques to determine units of measure.

Objective: Select and apply
appropriate units for measuring length, mass, volume, and temperature in the Standard English and metric systems.

Materials:

Containers

Thermometer

Procedure:

Measure the dimensions and
weight of several objects and the capacity or volumes of various containers. Express each measurement using units of measure
in both the metric and English system of measurement.

Place a thermometer that
shows the temperature in Celsius and Fahrenheit outside the classroom in sight from a window. At a given time, have students
read the thermometer and record the Celsius and Fahrenheit temperatures. Have students note the difference between the freezing
point and boiling point (100 degrees) of both of them. Fahrenheit is based on freezing at 32 degrees and the boiling at 212
degrees. Display the conversion formulas and have students convert Celsius and Fahrenheit temperatures.

C=5 (F-32)

_________
F= (9/5) +32

9

Assessment Rubric:

Students will demonstrate
how to correctly select units for measuring length, mass, volume, and temperature in the Standard English and metric systems.
They will also demonstrate how to use these measurements accurately. They will show that they can convert Celsius to Fahrenheit
and vice versa. They must perform with 80% accuracy to have mastered the concept.

Lesson Plan

Standards:

Mississippi Mathematics Framework Content
Standard: Data Analysis & Probability

Competency/
Objective: 5a

NCTM
Standards: 5.1, 5.2, 5.3 & 5.4

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

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

Competency: Interpret and
analyze data and make predictions.

Objective: Use the mean,
median, and mode, and range to analyze a data set.

Materials:

Scale

Pencils

Paper

Procedure:

Have students work in small
groups. Each group member weighs him or herself and records the weight on a chart. Have each group work together to arrange
the numbers (weight) to find the mean, median, mode, and range, share the results with the class.

Have students work in small
groups. Group members measure each other’s arm length from shoulder to fingertip for 6 students and record the data.
Students will then organize the data in a stem and leaf plot. Calculate the mean, median, mode, and range and analyze. Groups
will present their findings to the class.

Assessment Rubric:

Students will demonstrate
that they can accurately find the mean, media, mode and range of a set of given numbers. They must perform with 80% accuracy
to have mastered the concept.

Lesson Plan

Standards:

Mississippi Mathematics Framework Content
Standard: Data Analysis & Probability

Competency/
Objective: 5b

NCTM
Standards: 5.1, 5.2, 5.3 & 5.4

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

NCATE
Standards: 1, 2, 3, 4, 5 & 6

Competency: Interpret and
analyze data and make predictions.

Objective: Compare data and
interpret quantities represented on tables and graphs, including line graphs, stem-and-leaf plots, histograms, and box-and-whisker
plots to make predictions, and solve problems based on the information.

Materials:

Graphs

Microsoft Excel program

Computers

Procedure:

Provide students with two
or three different types of graphs. Ask students to look at the titles, compare data and then summarize what is shown in each
graph. Have students solve problems related to the displayed data.

Use Microsoft Excel to demonstrate
how to create tables and graphs. Print out the directions on how to make a table, chart, or graph. Each student should create
a graph on the spreadsheet program. Have each student create problem-solving situations dealing with their graph. Have students
interpret each other’s graphs.

Assessment Rubric:

Students will be tested on
how accurately they can compare data and interpret quantities represented on tables and graphs. They will have to provide
an interpretation of a graph. They must perform with 80% accuracy to have mastered the concept.