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# Mayan unit plan[1]

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### Mayan unit plan[1]

2. 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. 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. 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. 5. Pick up notes and handouts for the day which should be setting on the front table.
6. 6. Then students should respond to the polleverywhere.com
7. 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. 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. 9. What is 100013 in base ten?
10. 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