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Lesson Plan Micro-study 8 th Grade Algebra

Blaise La Madrid ED 6300 Fall 2013. Lesson Plan Micro-study 8 th Grade Algebra. Eighth Grade Mathematics. Location: Central Middle School Mentor: Mrs. Jennifer Nakamoto 3 Pre-Algebra 2 Algebra (1 AVZD) There classroom activities are restricted to a strict lesson plan.

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Lesson Plan Micro-study 8 th Grade Algebra

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  1. Blaise La Madrid ED 6300 Fall 2013 Lesson Plan Micro-study8th Grade Algebra

  2. Eighth Grade Mathematics Location: Central Middle School Mentor: Mrs. Jennifer Nakamoto 3 Pre-Algebra 2 Algebra (1 AVZD) There classroom activities are restricted to a strict lesson plan.

  3. Global Learner Outcomes • Self-directed learner (The ability to be responsible for one's own learning): Students will be responsible for finding their own translation of the mathematical statements. • Community Contributor (The understanding that it is essential for human beings to work together): Students will be working in groups to complete this task. • Complex Thinker (The ability to demonstrate critical thinking and problem solving): The teams must use their mathematical skills to prove their translations. • Effective Communicator (The ability to communicate effectively): At the end of the exercise, students will share their solutions to the rest of the class.

  4. Outline of Class Activities • Open Activities: • Bell Work (Solving Proportions) • Go over area and volume equations • Learning Activities: • Directions (Form groups & introduce activity) • Group work • Hand out Poster paper for presentations • Closing Activities: • Presentations and Discussion

  5. Bell Work If AD is equal to 6 cm, DC to 9 cm, and AE to 4 cm, what is EB? If AB is equal to 8 cm, BC to 6 cm, and AC to 10 cm, what is BD?

  6. given: AD = 6 cm, DC = 9 cm, and AE = 4 cm wts: EB know: ΔABC ≈ ΔAED

  7. given: AB = 8 cm, BC = 6 cm, and AC =10 cm wts: BD know: ΔABC ≈ ΔADB

  8. Mathematical Language Project In groups of three or four, students will be asked to translate statements (in mathematical language close to that of those who discovered them) to modern notations. Finding the correct translations is not necessarily the main objective. Students must be able to explain their logic using mathematical language.

  9. Formulas We May Need....

  10. Discussion When the groups are finished discussing the project and creating a post-it poster to help explain their findings, the class will reconvene to present. Students will be expected to be able to explain and answer questions on how they were able to find their solution to the rest of the class.

  11. Example Post-it Board

  12. Assessment • Group work or contribution: Student is an effective member of group, contributes to group conversation, listens to fellow group members, and helps others in group if they do not understand. • Presentation: Student successfully explains understanding of the mathematical statements and is able to answer questions using mathematical language. • Discussion: As other groups present, student listens respectfully, and asks appropriate questions.

  13. Thank you for listening.Are there any Questions?

  14. Sources • http://blog.autoworld.com.my/index.php/2008/12/29/all-those-numbers-what-do-they-mean/ • http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/LearnerOutcomes/Pages/home.aspx • http://math.about.com/od/formulas/ss/surfaceareavol.htm • http://math.about.com/od/formulas/ss/surfaceareavol_5.htm • http://math.about.com/od/formulas/ss/surfaceareavol_6.htm • http://www.mathatube.com/geometry-volume-of-a-cone.html • http://math.about.com/od/formulas/ss/surfaceareavol_4.htm • http://upload.wikimedia.org/wikipedia/commons/thumb/c/ce/Circle_Area.svg/220px-Circle_Area.svg.png • http://math.about.com/od/formulas/ss/areaperimeter.htm

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