MONDAY
Name: Anne CarrollDate:November 16, 2015
Grade Level:6Subject Area:Math
Unit Topic/Title:Plotting Rational Numbers on a Number Line and Converting Between Equivalent Representations
Lesson Title:Number Line and Conversions
Indiana Common Core Standard(s):
6.NS.3: Compare and order rational numbers and plot them on a number line. Write, interpret, and explain statements of order for rational numbers in real-world contexts.
6.NS.5: Know commonly used fractions (halves, thirds, fourths, fifths, eighths, tenths) and their decimal and percent equivalents. Convert between any two representations (fractions, decimals, percents) of positive rational numbers without the use of a calculator.
PS: 1,2,4Process standards should be embedded in and taught with all content standards.
Lesson Objectives:Students will be able to place numbers appropriately on a number line.
Students will be able to interpret a number line (ie greatest to smallest and vice-versa, what number a point represents, etc)
INSTRUCTIONAL OVERVIEW
Materials:
Teacher: SMART board
Touch Pad
40 sheets of paper
40 copies of the Conversion Worksheets
Music
Students: Pencils
Math Journals
Scissors
Introduction:Number Line Review: Build a number line. Review how to build from 0 and count by ones.
Modeling:Conversions: Show how to convert fractions into decimals, decimals into percents, fractions into percents, percents into fractions, percents into decimals, and decimals into fractions. Show them examples, and work on them together.
Guided Practice:Foldable: Create a foldable that contains all the rules for converting each kind of number. Each one will use ½ as an example.
Independent Practice:Conversion Worksheets: Students will work on worksheet to convert into all three versions of a number.
Assessment:Worksheets, Teacher Observations
SPECIFIC DIFFERENTIATION ASPECTS
Technology Aspects: SMART board to project work. Microphone to project teacher’s voice.
Developmental Aspects:
Activity / Multiple IntelligenceIntroduction / Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, Linguistic
Modelling / Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, Linguistic
Guided Practice / Interpersonal, Intrapersonal, Visual/Spatial, Linguistic, Bodily/Kinesthetic
Independent Practice / Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, Musical
PROFESSIONAL REFLECTION (completed after the lesson is taught)
Reflection:
TUESDAY
Name: Anne CarrollDate: November 17, 2015
Grade Level: 6Subject Area:Math
Unit Topic/Title:Plotting Rational Numbers on a Number Line and Converting Between Equivalent Representations
Lesson Title: Don’t Be Irrational!
Indiana Common Core Standard(s):
6.NS.3: Compare and order rational numbers and plot them on a number line. Write, interpret, and explain statements of order for rational numbers in real-world contexts.
6.NS.5: Know commonly used fractions (halves, thirds, fourths, fifths, eighths, tenths) and their decimal and percent equivalents. Convert between any two representations (fractions, decimals, percents) of positive rational numbers without the use of a calculator.
PS: 1,2,4Process standards should be embedded in and taught with all content standards.
Lesson Objectives:Students will be able to define a rational number as a number that can be represented as a fraction.
Students will be able to sort numbers by natural, whole, integers, rational, and irrational.
Students will be able to describe all natural numbers as whole, integers, and rational numbers, and all integers as rational numbers.
INSTRUCTIONAL OVERVIEW
Materials:
Teacher: SMART board
Touch Pad
40 copies of Flow Chart
40 copies of Worksheets
Graded/Returned Foldables
Students: Pencils
Math Journals
Introduction:Chain of Command: Show a flow chart of Rational to Natural numbers. Define each, and provide examples. Give some numbers to students to sort, have them write them in lists.
Modeling:Rational Vs. Irrational: Focus on Rational Numbers. Provide various examples of Rational Numbers. Show how each of the numbers can be written with a natural number on top and a natural number on the bottom. Practice writing numbers as such to prove. Provide a flowchart and fill out with examples of each.
Guided Practice: Converting Numbers: Review how to convert each kind of number. Practice with examples
Independent Practice: Worksheets: Have students work on worksheets to sort numbers and convert numbers.
Assessment: Teacher Observations, Worksheets
Closure: Rational Numbers Video
SPECIFIC DIFFERENTIATION ASPECTS
Technology Aspects: SMART board to project work. Microphone to project voice.
Developmental Aspects:
Activity / Multiple IntelligenceIntroduction / Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical, Linguistic
Modelling / Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical
Guided Practice / Interpersonal, Intrapersonal, Logical/Mathematical
Independent Practice / Interpersonal, Intrapersonal, Logical/Mathematical, Visual Spatial
PROFESSIONAL REFLECTION (completed after the lesson is taught)
Reflection:
WEDNESDAY
Name: Anne CarrollDate: November 18, 2015
Grade Level: 6Subject Area:Science
Unit Topic/Title: Characteristics of the Solar System
Lesson Title: The Planets
Indiana Common Core Standard(s):
6.2.2 Recognize that gravity is a force that keeps celestial bodies in regular and predictable motion, holds objects to earth’s surface and is responsible for tides.
6.2.4 With regard to their size, composition, distance from sun, surface features and ability to support life, compare and contrast the planets of the solar system with one another and with asteroids and comets.
Lesson Objectives: Students will be able to list the planets in order from the sun.
Students will be able to describe the distance between each planet as being spacious.
Students will be able to list facts on each of the eight planets, the sun, and the asteroid belt.
INSTRUCTIONAL OVERVIEW
Materials:
Teacher: SMART board
Touch Pad
40 copies Solar System Pretest
40 sheets of red, orange, yellow, green and blue construction paper
40 copies of planet facts sheets
40 copies of Sun Facts
40 copies of Mercury Facts
Stapler
40 copies Sun coloring page
40 copies Mercury coloring page
Students: Colored Pencils/Crayons
Science Journals
Pens
Scissors
Introduction:Solar System Vocabulary Pretest: Students will take a few minutes to fill out a sheet to see how much they know about theobjects in our solar system.
Modeling:Solar System Notes: What is a solar system? What is in a solar system? What is in ours in particular? What is ours called? Why is Pluto not considered a planet?
Guided Practice:Solar System Booklets: Students will be given material to create a solar system booklet. Each page will have a different planet or other object.
Independent Practice: Sun and Mercury: We will work on the first two pages of the booklet together: the sun and Mercury. Students will fill out a fact sheet from an article, and transfer that information to their booklets.
Assessment: Solar System Booklet, Pretest, Teacher Observations
Closure: Bill Nye the Science Guy: TeacherTube video at 4:10 – Bill Nye Planets and Moons P1
SPECIFIC DIFFERENTIATION ASPECTS
Technology Aspects: SMART board to project work. Microphone to project voice. Video to connect to and engage students.
Developmental Aspects:
Activity / Multiple IntelligenceIntroduction / Intrapersonal, Linguistic, Visual/Spatial
Modelling / Interpersonal, Intrapersonal, Linguistic, Visual/Spatial
Guided Practice / Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical
Independent Practice / Interpersonal, Intrapersonal, Visual/Spatial, Linguistic, Logical/Mathematical,
Closing / Intrapersonal, Visual/Spatial, Logical/Mathematical
PROFESSIONAL REFLECTION (completed after the lesson is taught)
Reflection:
THURSDAY
Name: Anne CarrollDate: November 19, 2015
Grade Level: 6Subject Area:Math
Unit Topic/Title:Plotting Rational Numbers on a Number Line and Converting Between Equivalent Representations
Lesson Title: Number Lines
Indiana Common Core Standard(s):
6.NS.3: Compare and order rational numbers and plot them on a number line. Write, interpret, and explain statements of order for rational numbers in real-world contexts.
6.NS.5: Know commonly used fractions (halves, thirds, fourths, fifths, eighths, tenths) and their decimal and percent equivalents. Convert between any two representations (fractions, decimals, percents) of positive rational numbers without the use of a calculator.
PS: 1,2,4Process standards should be embedded in and taught with all content standards.
Lesson Objectives: Students will be able to plot fractions, decimals and percents on a number line.
Students will be able to order given fractions, decimals, and percents in ascending and descending order.
INSTRUCTIONAL OVERVIEW
Materials:
Teacher: SMART board
Touch Pad
40 copies Flow Chart
40 copies Conversion sheet
40 copies VENUSEARTH sheets
Students: Math Journal
Pencils
Introduction:Review: Put some problems on the board. Walk through how to convert given rational numbers to other representations.
Modeling:Rational Number Flow Chart: Pass out a rational number flow chart. Go through each step, filling in an example of each one.
Guided Practice: Number Line: Take some of the conversions we have made, and plot them on a number line. Start with just fractions, decimals, or percents, but then add in their conversions. Finally, work up to a mix of number types.
Independent Practice: Conversion sheet: Pass out a conversion sheet, and have students work on it on their own. Walk around and help as necessary. Have students plot these numbers on a number line on the back.
Assessment: Conversion Sheet, Teacher Observations
SPECIFIC DIFFERENTIATION ASPECTS
Developmental Aspects:
Activity / Multiple IntelligenceIntroduction / Interpersonal, Intrapersonal, Linguistic, Visual/Spatial, Logical/Mathematical
Modeling / Interpersonal, Intrapersonal, Visual/Spatial, Linguistic, Logical/Mathematical,
Guided Practice / Interpersonal, Intrapersonal, Logical/Mathematical, Visual/Spatial
Independent Practice / Intrapersonal, Visual/Spatial, Logical/Mathematical
PROFESSIONAL REFLECTION (completed after the lesson is taught)
Reflection:
FRIDAY
Name: Anne CarrollDate: November 20, 2015
Grade Level: 6Subject Area:Science
Unit Topic/Title: Characteristics of the Solar System
Lesson Title: Sun, Mercury, Venus, Earth, and Sizes and Distances
Indiana Common Core Standard(s):
6.2.2 Recognize that gravity is a force that keeps celestial bodies in regular and predictable motion, holds objects to earth’s surface and is responsible for tides.
6.2.4 With regard to their size, composition, distance from sun, surface features and ability to support life, compare and contrast the planets of the solar system with one another and with asteroids and comets.
Lesson Objectives: Students will be able to list the planets in order from the sun.
Students will be able to describe the distance between each planet as being spacious.
Students will be able to list facts on each of the eight planets, the sun, and the asteroid belt.
Lesson Objectives: Students will be able to accurately describe the physical appearances of the Sun, Mercury, Venus, and Earth.
Students will be able to identify the three planets in order from closest to the sun to furthest.
Students will be able to organize planets by size.
Students will be able to sort planets by the rocky midgets of the inner planets and the gas giants of the outer planets.
Students will also be able to describe the distance between each of the planets as being extremely spacious.
INSTRUCTIONAL OVERVIEW
Materials:
Teacher: SMART board
Touch Pad/Doc Cam
SUNMERCURY fact sheets to return
40 copies of Project Summary
20 copies of Project Pledges
Teacher Planet Book
Students: Pens
Science Journals
VENUS EARTH fact sheets
Planet Books
Introduction:Project explanation: Students will get a handout that will break down the project they will have over 2 weeks to complete. The project will be explained to them and deadlines broken down. They will get a half-sheet of paper that will ask for their name, what they want to do, and what topics they want to cover. This will be due Monday.
Modeling:Sun and Mercury: Students will have their SUNMERCURY fact sheets returned to them. We will go through the answers, while simultaneously filling in the information in the Planet Books.
Guided Practice: Size Matters: Take notes on the relative size of the planets, listing them in order. Watch video that compares the size. Watch Bill Nye the Science Guy for planet distances on Teachertube. Start at 4:10
Independent Practice: Venus and Earth: Review and fill out sections for Venus and Earth.
Assessment: Planet Books, Teacher Observations
SPECIFIC DIFFERENTIATION ASPECTS
Developmental Aspects:
Activity / Multiple IntelligenceIntroduction / Interpersonal, Linguistic, Visual/Spatial, Musical, Logical/Mathematical, Intrapersonal
Modeling / Interpersonal, Intrapersonal, Visual/Spatial, Linguistic
Guided Practice / Interpersonal, Intrapersonal, Visual/Spatial, Linguistic, Logical/Mathematical, Musical
Independent Practice / Interpersonal, Intrapersonal, Visual/Spatial, Linguistic
PROFESSIONAL REFLECTION (completed after the lesson is taught)
Reflection: