Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy.

Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our Privacy Policy and User Agreement for details.

Like this document? Why not share!

- A detailed lesson plan by Maricel Aureada 83335 views
- Detailed Lesson Plan (ENGLISH, MATH... by Junnie Salud 1686062 views
- 9-5 Evaluating Expressions with Int... by Rudy Alfonso 17677 views
- Chapter 6 base_number by Nazrul Shah 180 views
- TIU CET Review Math Session 2 by Yo... by youngeinstein 643 views
- Properties of equality and Proving by Mariele Brutas 1995 views

No Downloads

Total views

6,769

On SlideShare

0

From Embeds

0

Number of Embeds

8

Shares

0

Downloads

45

Comments

0

Likes

1

No embeds

No notes for slide

- 1. MUC Standard LESSON PLAN<br />TEACHER _Becky Hill & Alisa Miller Date March 28, 2010_ _____<br />TOPIC/SUBJECT __Mayan Math ______________________<br />STUDENTS’ DESCRIPTIONS: (What are the students’ ages and grade level(s)? Be sure to describe demographic descriptors (urban, rural, suburban), socioeconomic status, exceptionalities, gender, language skills (ESL), cultural diversity, and any other unique features of your class, e.g. learning styles.)<br />The class is a 6th grade classroom ages 10-12 in a suburban area with students’ socioeconomic statuses consist of mostly middle class income and blue collar workers. The class consists of 28 students 16 boys and 12 girls. The class is mostly White (Western European), several African Americans, Hispanics, and Asians. ___________________<br />STANDARDS/CURRICULUM OUTCOME(s): (What learning outcome(s) from the mandated curriculum does<br />this lesson address? Please include age(s)/grade level(s) and source(s).)<br />Math: Grade 4 Number, Number Sense, and Operation Standard Indicator 2- Use place value structure of the base-ten number system to read, write, represent and compare whole numbers through millions and decimals through thousandths. Ohioorc.org<br />If needed, I.E.P. quotes and resulting modifications should be italicized or highlighted throughout the plan.<br />OBJECTIVE (s): (What will students be able to do by the end of the lesson to show they have learned what you Intended them to learn?)<br />Students will be able to compare and contrast the base-ten number system with the Mayan base-twenty number system by reading writing, and representing Mayan numbers and interpreting at least 2 Mayan numbers into standard base-ten number system. Students will be able recognize, write, and read base-twenty numbers in the Mayan number system at a 75 percentage rate. Students will be able to articulate differences between different base systems. _________________________<br />EVALUATION: (What tool(s) will you use to gather and record information to show that your students learned the objective(s)?)<br />Students will be evaluated through several forms of evaluation throughout the entire unit. <br /><ul><li>Students will be initially evaluated through a formal diagnostic testing to determine students current knowledge of the base ten number system. This will be done through a pre-test which is attached.
- 2. Students will also be evaluated throughout the presentation of the lesson to help the teacher ensure that students are comprehending the material being presented. This will be done informally through an online poll website called polleverwhere.com
- 3. This lesson includes activities throughout the entire unit such as worksheets (attached), group participation, and classroom discussion. Students should all be encouraged to participate evaluated on the quality of their participation. This informal evaluation will help the teacher to gain an understanding of students comprehension levels.
- 4. Lastly, at the completion of the unit students will have a formal evaluation of a unit test that will be paper based (attached).</li></ul>PROCEDURES (Set, presentation, application, and closure): (How will you introduce the lesson? What is the <br />sequence of the approach of the lesson you will use? Describe the closing procedure to help students focus on the key<br />points of the lesson.)<br />Note: The day prior to starting this unit the teacher should have students complete the pre-test to gather an understanding of students’ knowledge of the base-ten number system. Given that students lack an understanding of the base 10 system, the <br />Day 1:<br />Connection to Prior Experiences: Students should be somewhat familiar with the base-ten number system <br />Attention-getter (1-5 minutes)-As the class enters, have the Number Base Presentation on the board. The first slide should be up for students and should have a question on it along with the instructions and outline for the day. Students should following the instructions on the board and be working on figuring out the question upon entering class. Students are to: <br /><ul><li>Get a dry-erase board and supplies which include markers & socks.
- 5. Pick up notes and handouts for the day which should be setting on the front table.
- 6. Then students should respond to the polleverywhere.com
- 7. If time allows students can begin to work on the Sudoku provided which is to be setting beside the handouts. </li></ul>Once class begins, have the class discuss their responses to the question for polleverwhere.com.<br />Lesson (10-15 minutes)-Present the Base-ten Number System SMART board Presentation which should include place-value (attached).<br />Assessment (1-5 minutes)- Directly after the base-ten number system is presented, use polleverywhere.com to gage an understanding of the students’ comprehension of the material. In addition, there are questions presented throughout the presentation that students can answer using their dry-erase boards. You could either have students hold the boards up to check them or go around and check them individually. <br />Lesson (5-10 minutes)- Then present the mini-lesson on the use of different number base systems which is part of the Base-ten Number System Presentation. Complete the examples within the presentation and have students participate using the Dry-erase boards. <br />Conclusion (10-20 minutes)- As part of the presentation there is a review game at the completion of the notes. It could be played in several ways:<br /><ul><li>Have students split into teams. Then each team can send a representative to the board to see which team gets the correct answer first. This would be a good method for classes which have a good understanding of the material and a positive self-efficacy.
- 8. Another way is to have students use their individual dry-erase boards to complete the problems at their seats. </li></ul>*Note: We have planned for Day 2 as a follow up to continue the unit. However, we only plan to implement Day 1 in the classroom and therefore, only day 1 materials are included. <br />Day 2:<br />Attention Getter (1-5 minutes)- On the SMART board or Dry-erase board, the following questions should be posted for students to work on:<br /><ul><li>What is 372 written in base 3?
- 9. What is 100013 in base ten?
- 10. Make up your own conversion.</li></ul>Lesson (5-10 minutes)- show a brief video introducing Mayan Math. <br />http://videos.howstuffworks.com/hsw/23065-discovering-math-mayan-achievements-video.htm<br />Stations (25-35 minutes)-Break the students into fives groups. Each station should be used as listed below. Each group should spend 6-7 minutes at each station. It may be essential to do a quick over view of what each station is and what is to be accomplished at each station prior to actually breaking up into groups. <br />Station 1: Base-Ten Number System Practice with Base ten blocks<br /><ul><li>Students are to first complete the base ten and place value packet (attached). These packets contain worksheets that include review of place value and can help to conceptualize the idea of a base ten system. </li></ul>Station 2: Introduction to different base systems<br /><ul><li>Using the number base cutouts (included), flashcards, and the dry-erase boards, students are to go through the cards doing what each card says to do. Some cards will tell students to picture a particular number in a specific base system while others will ask students to interpret a picture of a number in a different base system. </li></ul>Station 3: Worksheet on different base systems<br /><ul><li>At this particular station, students will have a worksheet that has problems from different base systems on it. </li></ul>Station 4: Make your own Number system<br /><ul><li>With a partner students should make up their own number system. They will be provided with different miscellaneous items that they can use to do just that. Then they are to write a paragraph explaining their number system. They may use pictures or examples to explain it. </li></ul>Station 5: Introduction to Mayan Math and the Base-Twenty System<br /><ul><li>First students are to read the packet on Mayan Math
- 11. Then students can use the Mayan math cutouts (included), flashcards, and the dry-erase boards, students are to go through the cards doing what each card says to do. Some cards will tell students to picture a particular number in a specific base system while others will ask students to interpret a picture of a number in a different base system. </li></ul>*Note: While students are in groups make sure they stay on task by going around and asking them questions such as “What base is our number system?” <br />Conclusion (5 minutes) <br />Students should return to their desk. The last slide of the presentation should be up. On this slide the question “What did you learn today?” will be displayed. Students should be able to then discuss what they learned and how it relates to life. One good example of the use of different base systems is our time system (base 12), and money (depends upon particular monetary unites being used). <br /> <br />COMMITMENT TO DIVERSITY: (In what ways does the lesson acknowledge and/or celebrate the diversity of your students? How have you adjusted the lesson to recognize and to utilize cultural diversity and individual differences for instruction?)<br />This lesson acknowledges diversity by showing different cultural methods of mathematics. It celebrates such cultures as the Mayan and the Mayan achievements in mathematics. This lesson celebrates how different cultures have different approaches to similar problems and goes to show students that diversity is not a barrier or obstacle to overcome but rather a unique advantage to which they should take hold of. __________________________________________________<br />COMMITMENT TO TECHNOLOGY: (In what ways does this lesson utilize technology? How will you use<br />technology as a tool for instruction? How will technology facilitate your students’ learning? In what ways will you have<br />students use technology? )<br />Throughout this entire lesson technology is a key part. The lesson utilizes the SMART board to present the lesson which allows students to view video, pictures, and other internet accessible resources to aide in the learning of the subject matter. In addition, technology such as polleverwhere.com will be utilized by the teacher to assess students throughout the lesson to ensure that the material being presented is being comprehended. This will be extremely helpful to gage what things the teacher may need to reiterate. ______________<br />MATERIALS / RESOURCES: (List those you and the students used for the lesson and their sources.)<br /><ul><li>SMART board
- 12. Dry-erase boards
- 13. Markers
- 14. Miscellaneous items for Make your Own Number system
- 15. Pretest on place value (attached)
- 16. Mayan Math Packets (attached)
- 17. Base-ten Number system Presentation (attached)
- 18. Base Ten Number System & Place Value Packets (attached)
- 19. Number base cutouts (included)
- 20. Flashcards with questions for both stations 2 & 5.
- 21. Mayan Math cutouts (included)
- 22. Different Bases Worksheet

No public clipboards found for this slide

×
### Save the most important slides with Clipping

Clipping is a handy way to collect and organize the most important slides from a presentation. You can keep your great finds in clipboards organized around topics.

Be the first to comment