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Complete this lesson plan in enough detail so that another teacher or substitute can replicate it. It must

represent your content and pedagogical knowledge.

Be sure to consider your learner as you plan this lesson: You are teaching young adolescents, so recall

information from EDUC 2130 and EDMG 3300.

Be mindful of your document presentation. Attend to the formatting. Save your document as YOUR NAME

Lesson Plan.

Grade & Subject 6th Grade / Mathematics ..

Time & Duration of Class 90 Minutes / 1 class periods .

Describe the skills and previous knowledge your students possess that relate to the Central Focus.

Describe any community and/or cultural assets that relate to the Central Focus. Describe any special

features of the school and/or classroom setting, e.g., charter, co-teaching, themed magnet, remedial

course, honors course, school improvement plan. Describe the age range and number of students,

languages spoken, SES, male-female ratio, cultures, ability levels. List any accommodations,

modifications for students that affect instruction. Note any English language learners, gifted

students, students with IEPs or 504 plans, struggling readers, and underperforming students or those

with gaps in academic knowledge.

The classroom has a 1:2 ratio between girls to boys in the classroom. There is a total of 30

students and one teacher in the classroom. 27 of the students have been tested and

qualify as gifted, while the other three students, 2 girls and one guy, are accelerated in at

least two subject areas. The students range from 9 to 10 years of age. There are no IEPs

or 504 plans, ELL students, or underperforming students in the classroom.

Describe important (enduring) understandings and core concepts that you want students to

comprehend for the unit in which this lesson is included. Address the purpose for the content you are

introducing and describe what you want students to know once they have completed the unit. Make

sure to demonstrate scaffolding and connect standards and objectives to your learning tasks. Include

at least one interdisciplinary connection.

The students will learn integers. They will apply understanding with how they relate to

zero, absolute value, and inequalities. The distance between positive and negative

numbers will serve as the foundation to introducing operations of positive and negative

numbers.

List each standard and specific elements as applicable to this lesson only.

o MGSE6.NS.5 Understand that positive and negative numbers are used together to

describe quantities having opposite directions or values (e.g., temperature

above/below zero, elevation above/below sea level, debits/credits,

Mathematics 1 rev. 10 jan 2017

positive/negative electric charge); use positive and negative numbers to represent

quantities in real-world contexts, explaining the meaning of 0 in each situation.

o MGSE6.NS.6 Understand a rational number as a point on the number line. Extend

number line diagrams and coordinate axes familiar from previous grades to

represent points on the line and in the plane with negative number coordinates.

o MGSE6.NS.6a Recognize opposite signs of numbers as indicating locations on

opposite sides of 0 on the number line; recognize that the opposite of the opposite

of a number is the number itself, e.g., (3) = 3, and that 0 is its own opposite.

o Use Appropriate Tools Strategically

IV. Objectives

A. Lesson Objectives

Each objective should include a measurable verb (often a language function), a content/skill stem,

and support.

Students will create problems using integers.

Students will analyze positive and negative numbers with their relation to zero using

visual representations.

Students will seek structures to model with mathematics to justify their responses.

B. Interdisciplinary/Integrated Objectives

List standard(s) and create objectives from another content area that connect to your lesson.

Provide a brief description of what this cross-curricular lesson would involve.

Science/history lesson on the functions that a hot-air balloon entails.

V. Academic Language

A. Language Function

Solve/Create Problems- Define and represent a problem; determine solution

Receptive Skill- Students will read word problems and apply critical thinking

skills to solve problems.

Productive Skill- Students will write their own word problem in the

summative assessment portion that will require application of vocabulary

terms and utilize language skills.

Analyze- Separate whole into parts; identify relationships and patterns

Receptive Skill- Students will participate in partner reading and the three-

read strategy during the explore task.

Productive Skill- Students will demonstrate proper sentence structure when

solving problems; i.e. I know _____ because ______.

B. Vocabulary

List vocabulary in the lesson that has different meanings across subject areas.

o Opposite- Two integers are opposites if they are each the same distance

away from zero, but on opposite sides of the number line.

Mathematics 2 rev. 10 jan 2017

o Credit- Credit is the trust that lets people give things (like goods, services

or money) to other people, in the hope they will repay at a future date.

o Debt- Something owed, usually money.

o Positive- Greater than zero.

o Negative- Less than zero.

When these terms appear in the content, the students will turn to their elbow

partner, and through discourse, will determine the applied meaning of the term.

o Number line- A line with numbers placed in their correct position.

o Integers- A number with no fractional part. Includes: the counting

numbers {1, 2, 3, ...}, zero {0}, and the negative of the counting numbers

{-1, -2, -3, ...}

o Coordinate plane- The plane containing the "x" axis and "y" axis.

o Quantities- How much there is of something.

o Absolute value- How far a number is from zero.

When these terms appear in the content, the students will turn to their elbow

partner, and through discourse, will determine the applied meaning of the term.

The teacher will provide guiding questions when the students are unclear.

C. Discourse

Describe how you will use or facilitate discourse/discussion in which your students participate in

reading, writing, listening, and/or speaking tasks that serve to demonstrate or increase an

understanding of content including the academic language you are teaching. Your description

should include reading, writing, listening, and/or speaking tasks that serve to demonstrate an

understanding of the academic language you are teaching.

By providing students with script questions, it can enhance the discussion between

students in the classroom. Open ended questions are positioned for optimum

discussion between group members, inferring for a conclusion. These questions either

have multiple answers or require an elaboration to answer. These questions ask the

student what they wonder, or what they notice. Students will respond to presented

script questions in a think-pair-share format. This will enhance the students

comprehension and ability to represent themselves to speak with a purpose. It is

important to facilitate discipline specific discourse. During the explore task, students

will complete the three-read strategy and discuss with their partner.

D. Syntax

Describe how you plan to teach the rules, special forms, conventions, and/or grammar associated

with (academic) writing or speaking in the content area.

The students will be introduced to the terms associated with the lesson activities as

they occur. When a vocabulary term appears, the students will discuss the possible

Mathematics 3 rev. 10 jan 2017

meaning behind the term in relation to the context. Once a discussion on the

application of the word is complete, the students will share their justification to the

class. Any notes associated with the terms will be documented in the students

interactive math notebooks and applied to the classroom word wall. Students will be

responsible for writing math sentences when responding to questions using sentence

framing. I know _______ because ________. Once the incidental instruction of vocabulary

necessary for this lesson, the students will create a Frayer Model for the assigned

terms.

VI. Assessments

A. Pre-assessment/Assessment of Prior Knowledge

Describe potential misconceptions, partial understandings, or misunderstandings about the

lessons central focus that students may bring to the learning experience. Describe a pre-

assessment activity that will help you determine what skills need to be taught for this lesson. This

will be your pre-assessment and should not be included in sections B or C.

Pre-Assessment questionnaire Ticket out the Door given at the end of class.

Tell me three things you know or wonder about negative numbers?

Data collected assessed for prior knowledge of the class individually.

B. Formative Assessments

1. Informal Formative

During or at the conclusion of an activity or lesson, students respond individually or as a

group to a question or demonstrate a task. In your description, be specific in terms of what

you want students to demonstrate (must be measurable and connected to your listed

objectives) and how you will obtain the information you are seeking (oral, written response,

etc.). Informal assessments can be used to obtain individual or group results.

Think Pair Share and discussions from the three-read strategy; desired goals-

o Students correlate that the distance from start to finish represents

movement from 0 to x on a number line.

o That the equivalent movement in distance in two directions is equivalent

to |-x|=x.

o That -y < x.

Group discussions during small group task work observed by the teacher.

2. Formal Formative

Students respond individually verbally or in writing to a question or task. Typically, these

responses are graded. The key to a formal assessment is that the teacher is able to obtain

individual assessments results.

Formative assessment using online response tool (Kahoot!) or iResponders.

The teacher can use the individual data to collect on the classs understanding of

rational numbers.

Kahoot!

C. Summative Assessments

Evaluates student learning at the end of an instructional unit by comparing it against some

standard or benchmark (performance standard or objective). The purpose is to demonstrate

Mathematics 4 rev. 10 jan 2017

mastery of the skill being taught. Summative assessments are always individual and must be

created in a way that eliminates the possibility for students to receive assistance that might

misrepresent their true abilities.

Summative Assessment (due 3 days after lesson completion)- Application of

knowledge using technology tools in the classroom. Students will each create a real-

world example of rational numbers. The students will then create an online

presentation of their example and its application in daily mathematics. It will be a

group assessment. The launch video from the lesson will serve as a model for the

students final products. The instructional video the students create will serve as a

review tool for all the students. It will be graded using a rubric provided. The

categories will be; engaging topic knowledge, connection to positive and negative

numbers, a problem representative of the topic chosen, and the final product

creativity.

VII. Preparation

A. Materials Needed

List all materials needed by the teacher and the students for the lesson. You may assume that

students have writing paper and utensils.

Tape

Abacus

Multiple color markers

Smart Board

Technology access

B. Preparation

Describe all preparation that must occur before the lesson.

Create Number lines

C. Resources

List all resources used in the development of this lesson. Cite all sources appropriately, including

books, websites, and other teachers.

SMART notebook, georgiastandards.org, Kahoot!, Video Movie Maker, Discovery

Education, and Youtube.com.

Not applicable

A. Anticipatory Set

An introductory learning task that motivates students and effectively engages their attention,

activates their background knowledge, builds background when needed, and focuses their

thoughts on the learning objective. Should be directly related to the instructional objective. Make

Mathematics 5 rev. 10 jan 2017

sure that the AS demonstrates evidence of learning. For example, simply showing a video clip to

students does not demonstrate any evidence of learning. A short activity following the video that

engages students in a focused discussion can accomplish this.

The students will watch a launch activity video created by the instructor. It will

discuss the history and science behind the development of hot-air balloons. The video

includes original photos captured from a fellow teacher candidate from the

Albuquerque hot-air balloon festival. Finally, the students will complete a video task

question assessing the positive and negative movement of the hot-air balloon with the

use of hot gases and sandbags being released. The balloons will be released from a

general middle location with two balloons moving in opposite directions. The

students will answer what they notice and what they wonder about the hot-air

balloon scenario as an open task. The class will complete a think pair share discourse

about the problem with their group members. Launch Video

Descriptions of learning tasks must provide evidence that learning is occurring and that this

learning is directly related to the listed standards and objectives. Write these in a way that would

allow another teacher to read and carry out the activity.

This will be a tiered lesson process that will be engaging the students in learning

hands on. The students will be given guiding questions to solve using reasoning

related to temperature, city travel (absolute value), and opposites attract (relating to

opposite plotted numbers in relationship to zero). The students will have a variety of

methods available for solving. There will be a number line taped on the classroom

floor, smartboard number line, number line worksheets, Abacus, and a technology

connected number line. Students will complete multiple comprehensive word

problems to create a problem analysis for each problem in small groups. The students

are free to use any tool they choose. The teacher will observe and provide

mathematical connections. The teacher will listen closely, managing the students

discourse. The problems will be personally relatable to the students. Students will

have the freedom of grouping or working independently if desired. Students working

independently will be encouraged to discuss with the other groups at the learning

stations.

The topics of these problems will include:

Temperature Comparing temperatures to graph them on a number line using

blue for colder temperatures and red for warmer temperatures. This is an

introduction to solving inequalities using rational numbers.

City Travel (Absolute Value) Determining a location in terms of zero on a

number line using visual representations. Serves as an introduction to absolute

value.

Opposites Attract The students will identify the opposite of a plotted number to

enhance comprehension of absolute value and its relationship to zero.

The students will then participate in a student-led interactive SMART Notebook

presentation, applying their comprehension of the content. This will be a final review

of the vocabulary involved.

Mathematics 6 rev. 10 jan 2017

Online Smart Notebook

Finally, the students will complete a fun and engaging game as the formal formative

assessment of the general applications.

Kahoot!

C. Closure

An activity that helps students contextualize what they have learned. A student-centered

summary that engages students in discussion is an effective way to do this.

The students will participate in a rich, high-ceiling, assignment focusing on the big

ideas rather than the narrow details. Students will select a group or go rouge and

select a topic to research. Each group will create a video providing the basic

knowledge needed about the topic, an informative video clip, and an original problem

that relates/requires integers, absolute value, and inequalities. Students will be

applying their knowledge to the point of having the ability to creatively teach it to the

class.

A. Responses to misconceptions, partial understandings, misunderstandings, etc.

Describe how you have provided supports in your learning tasks that respond to the potential

misconceptions, partial understandings, and misunderstandings described in the assessment

section.

Comparison between absolute value of equivalent numbers and their relation to zero

on the number line. Absolute value in relation to distance traveled. Negative numbers

in temperature.

Identify the instructional strategies that address different learning styles and multiple

intelligences, giving learners choices in process and product.

During the explore, students have access to multiple tools to solve the problems,

benefiting multiple learning styles. The problems are created based on the students

individual interests. Students have the option to work independently if they choose a

topic different from others to enhance creativity in the final assignment. This lesson

plan allows differentiation of the process by providing a variety of solving methods

for the students to choose from. The content is differentiated by modifying the task

problems to meet the interests of the students. The final assignment differentiates the

product by supporting the creativity of the students in the problem video project. The

analysis supports developing literacy skills with the three-read strategy. The lesson

plan provides flexible learning groups, freedom of choice, respectful tasks, and shared

responsibility for learning.

Launch- Open Ended Task

Explore- Interest Centers

Summarize- Video; Rich Tiered Task

Mathematics 7 rev. 10 jan 2017

How you will support the needs of the individuals and groups with similar needs including ELs,

students with IEP's etc. that you identified in your Context for Learning.

Gifted class; freedom to choose process and solving method. Student led instruction

with open-ended discussion questions.

Mathematics 8 rev. 10 jan 2017

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