Jane Long Academy Lesson Plan Template with Unpacking the Standards

2015-2016

Course: Math 6

Teachers: / Lesson Plan Week of: 01/18/2016Monday- / Tuesday- / Thursday- / Friday-

**Pre-Planning: Unpacking the Standards**/ TEKS:

(R) - Readiness Standard

(S) -Supporting Standard

ELPS (Language Objective) / MLK Day / Midterm Review / Midterm /

**Algebraic Relationships in Two Variables –**Students represent given statements using verbal descriptions, tables, graphs, and equations. They also identify independent and dependent quantities.

**MATH.6.11A,MATH.6.1B, MATH.6.1E**/

**Algebraic Relationships in Two Variables –**Students represent given statements using verbal descriptions, tables, graphs, and equations. They also identify independent and dependent quantities.

**MATH.6.11A,MATH.6.1B, MATH.6.1E**

Verb(s)

- What verbs define the actions students will need to take? / describe

represent

model

graph / describe

represent

model

graph

Vocabulary

(Academic and Content) / additive

constant of proportionality

dependent

independent

inverse

multiplicative / additive

constant of proportionality

dependent

independent

inverse

multiplicative

Lesson Topic (Content Objective) / Students represent given statements using verbal descriptions, tables, graphs, and equations. They also identify independent and dependent quantities. / Students represent given statements using verbal descriptions, tables, graphs, and equations. They also identify independent and dependent quantities.

ELPS (Language Objective) / English Language Proficiency Standards ELPS C.1c Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

ELPS C.2c Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.

ELPS C.4c Develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials.

ELPS C.5b Write using newly acquired basic vocabulary and content-based grade-level vocabulary. / English Language Proficiency Standards ELPS C.1c Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

ELPS C.2c Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.

ELPS C.4c Develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials.

ELPS C.5b Write using newly acquired basic vocabulary and content-based grade-level vocabulary.

Lesson Cycle / Engage:

**Warm-Up/Opening (min)**/ Display a shoe box or any rectangular prism. Have students to write three things that relate to the weight of the box, and then three things that do not relate to its weight. Students share some of their answers. Ask,

*why does it matter what things relate to the weight of the box?*Help students connect this engagement activity to independent and dependent relationships. Have them identify real-world scenarios related to independent and dependent relationships such as money earned to hours worked. / Display a shoe box or any rectangular prism. Have students to write three things that relate to the weight of the box, and then three things that do not relate to its weight. Students share some of their answers. Ask,

*why does it matter what things relate to the weight of the box?*Help students connect this engagement activity to independent and dependent relationships. Have them identify real-world scenarios related to independent and dependent relationships such as money earned to hours worked.

Explore:

Review (min): / Display a shoe box or any rectangular prism. Have students to write three things that relate to the weight of the box, and then three things that do not relate to its weight. Students share some of their answers. Ask,

*why does it matter what things relate to the weight of the box?*Help students connect this engagement activity to independent and dependent relationships. Have them identify real-world scenarios related to independent and dependent relationships such as money earned to hours worked. / Display a shoe box or any rectangular prism. Have students to write three things that relate to the weight of the box, and then three things that do not relate to its weight. Students share some of their answers. Ask,

*why does it matter what things relate to the weight of the box?*Help students connect this engagement activity to independent and dependent relationships. Have them identify real-world scenarios related to independent and dependent relationships such as money earned to hours worked.

Explain:

**Guided Practice (min):**/ Display a table with a multiplicative pattern on the whiteboard. Have students predict a rule and write a verbal description of the pattern in their journals. Then they generate a different representation of the data such as a graph. / Display a table with a multiplicative pattern on the whiteboard. Have students predict a rule and write a verbal description of the pattern in their journals. Then they generate a different representation of the data such as a graph.

Elaborate:

**Independent Practice (min):**/ Students describe in writing the steps necessary to move from a table to an algebraic rule to a graph. (Effective Practice: Exit Ticket)

**[MATH.6.1E, MATH.6.6A, MATH.6.6B]**/ Students describe in writing the steps necessary to move from a table to an algebraic rule to a graph. (Effective Practice: Exit Ticket)

**[MATH.6.1E, MATH.6.6A, MATH.6.6B]**

Evaluate:

**Closing ( min.):**/ Once students have shared their tables with a partner, discuss the advantages of representing data in multiple forms. Ask:

*What are some observations from each table?*

*What are some similarities and differences between the two relationships?*

*Are the two relationships proportional? Justify your answer*

*Is there a situation in which a coordinate can be in Quadrant III? Explain*/ Once students have shared their tables with a partner, discuss the advantages of representing data in multiple forms. Ask:

*What are some observations from each table?*

*What are some similarities and differences between the two relationships?*

*Are the two relationships proportional? Justify your answer*

*Is there a situation in which a coordinate can be in Quadrant III? Explain*

Reinforcement /

**Materials/ Resources:**/ HMH (2014), Texas Go Math!, Grade 6:

Lesson 14-1 “Graphing on the Coordinate Plane,” pp. 379 – 384

Lesson 14-2 “Independent and Dependent Variables in Tables and Graphs,” pp. 385 – 392

Lesson 14-3 “Writing Equations from Tables,” pp. 393 – 398

Lesson 14-4 “Representing Algebraic Relationships in Tables and Graphs,” pp. 399 – 405 / HMH (2014), Texas Go Math!, Grade 6:

Lesson 13-1 “Writing Inequalities,” pp. 349 – 354

Lesson 13-2 “Addition and Subtraction Inequalities,” pp. 355 – 360

Lesson 13-3 “Multiplication and Division Inequalities with Positive Numbers,” 361 – 366

Lesson 13-4 “Multiplication and Division Inequalities with Rational Numbers,” 367 – 372

**Technology Connections**/

**Online Resources**

HMH (2014), Texas Go Math!, Grade 6:

Lesson 14-1 “Graphing on the Coordinate Plane,” pp. 379 – 384

Lesson 14-2 “Independent and Dependent Variables in Tables and Graphs,” pp. 385 – 392

Lesson 14-3 “Writing Equations from Tables,” pp. 393 – 398

Lesson 14-4 “Representing Algebraic Relationships in Tables and Graphs,” pp. 399 – 405

· A Function Machine – Students explore linear relationships determined by the outputs

Homework / Spiral TEKS Homework / Spiral TEKS Homework / Spiral TEKS Homework / Spiral TEKS Homework

***All lesson plans are subject to revisions and addendums by teacher. **

***This lesson plan is designed to be a guide the teacher can use to engage in thoughtful planning of each lesson, to better integrate vertical alignment opportunities, and to ensure high order thinking opportunities throughout instructional timeframes.**