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Jim Hill High School

Two Week Lesson Plan (March 10 & March 25) Block Schedule

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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.

 

 

 

 

 

 

 

 

 

 

 

 

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