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THEMATIC UNIT PLAN AND LESSON PLANS
Thematic Unit Plan and Lesson Plans: - Math, Middle School
Meera Mehtaji
Virginia Commonwealth University
Unit Plan
I. Title of the unit: Fundraiser for Japan
II. Grade Level: 6th grade
III. Time: Five lessons of forty-five minute sessions each.
IV. SOLs to be addressed throughout the entire Unit
Math
- Sol 6.7 The student will use estimation strategies to solve multistep practical problems involving whole numbers, decimals, and fractions (rational numbers).
ii. SOL 6.8The student will solve multistep consumer-application problems involving fractions and decimals and present data and conclusions in paragraphs, tables, or graphs. Planning a budget will be included.
iii. Sol 6.9 The student will compare and convert units of measure for length, area, weight/mass, and volume within the U.S. Customary system and the metric system and estimate conversions between units in each system:
a) Length — part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;
b) Weight/mass — ounces, pounds, tons, grams, and kilograms;
c) Liquid volume — cups, pints, quarts, gallons, milliliters, and liters; and
d) Area — square units
iv. Sol 6.10 the student will estimate and then determine length, weight/mass, area, and liquid volume/capacity, using standard and nonstandard units of measure.
v. Sol6.18 The student, given a problem situation, will collect, analyze, display, and interpret data in a variety of graphical methods, including
a) Line, bar, and circle graphs;
b) Stem-and-leaf plots; and
c) Box-and-whisker plots.
d) Circle graphs will be limited to halves, fourths, and eighths.
V. Introduction
Japan has recently hit by a massive earthquake followed by extremely destructive tsunamis. In order to help the people of Japan the students are organizing a fundraiser using mathematical concepts.
VI. Objectives
A. General Objectives
a) The students will learn strategies to estimate answers to decimal problems using multiple steps.
b) The students will learn to make a budget.
c) The students will compare and convert units of measurements.
d) The students will estimate and determine weight.
e) The students will collect data and display it in a variety of method.
B. Specific Objectives
a) The students will learn to identify a decimal and estimate an answer to the nearest whole number. This lesson also relates to the social study aspect of the lesson.
b) The students will be able to present the key components of a budget and the means to account for it in mathematical teams. The students will apply the content learnt in this lesson to community-based skills.
c) The students will be able to compare measurements as one foot is about 30 centimeters and one quarter is little less than a liter. The students will use this lesson to set a goal to achieve their target.
d) The students will learn to measure different ingredients to make a welcome drink for the fundraiser. This lesson also incorporates the transition skills required by the students.
e) The students will collect data from the fundraiser related to the cultural and ethnic diversity of people who attended the fundraiser and represent it using a circle graph.
VII. Daily plans
A. Daily plans are organized into three types or categories:
1. Introductory concept of each topic.
2. Explanation of the key objectives of the lesson.
3. Summarizing and assessing the lesson.
VIII. Evaluation
A. Teacher Evaluation
a) The teacher will evaluate if 80% of the students have achieved the class objectives. If not the teacher will rework on the lesson plan and teach it to the students in a different way.
b) The teacher will review if students with disabilities could achieve the class objectives and if the information was accessible to all students. If the particular need of any student was not met the teacher will review the lesson with the students to help them achieve the target.
B. Student Evaluation
a) At the end of a fort five minute lesson, the students will be able to make estimations of decimal problems to the nearest whole number with 90% accuracy.
b) At the end of a forty-five minute lesson, the students will be able to create a budget with 90% accuracy.
c) At the end of the forty-five minute lesson, the students will be able to convert and compare measurements in terms of foot and centimeter and quarter and liters with 90% accuracy.
d) Sol At the end of a forty-five minute class the students will be able to measure ingredients with 90% accuracy.
e) At the end of a forty-five minute lesson, the students will be able to represent data using a circle graph with 90% accuracy.
IX. Resources-
Graphic organizers, computer, chalk, blackboard, worksheets, paper, pen, measuring cups, water, clay, ingredients for the “Blue Lagoon”
Lesson Plan 1
CONTENT AREA: The students will learn strategies to estimate answers to decimal problems using multiple steps.
CONTENT OBJECTIVE: The content objective specifies the target response the students will perform and includes three components:
1. Content: The students will learn to identify a decimal and estimate an answer to the nearest whole number. This lesson also relates to the social study aspect of the lesson.
2. Conditions: Ina a math class the teacher will give students examples of incidents and situations related to the recent Japan earthquake and tsunami incidents.
3. Criterion: At the end of a fort five minute lesson the students will be able to make estimations of decimal problems to the nearest whole number with 90% accuracy.
SOL: Sol 6.7 The student will use estimation strategies to solve multistep practical problems involving whole numbers, decimals, and fractions (rational numbers).
PROCEDURE:
1. Introduction,
a. The teacher introduce the lesson by giving an example. That 14.55% houses were damaged in Japan. That is approximately 15%. How did I get to 15 %? I rounded the decimal point to a whole number.
b. In this lesson the students will learn to identify decimal numbers. They will underline the last three digits in the decimal place and round it off to the nearest whole number. For example if the number is 46666.589 it will be rounded off to 46667 and if the number is 3454. 234 then it will be 3454. The students will underline and note that if the first decimal is five or more the student will round up the number to then digit. If the first decimal point is less than five the will round down to the same number.
2. Development:
a. The teacher will use this graphic organizer to explain the steps involved.
b. The teacher now tell the students that she had a work sheet related to some rough numbers related to the destruction in Japan. The students will work in groups and round up the numbers to whole numbers.
3. Summary:
a. The teacher and the students solve the worksheet was a group in class. The teacher gives some students the opportunity to come up and demonstrate the steps involved in getting the answer.
b. The students are given an assessment worksheet to evaluate their learning.
RESOURCES: Worksheet, blackboard and chalk, pen, graphic organizer.
ACCOMMODATIONS AND MODIFICATIONS: The teacher will read the questions to students who find it difficult to read.
EVALUATION:
1. Assessment of student learning
a. Teacher assessment: The teacher goes around the class checking if the students have grasped the concepts and observes them working in groups.
The teacher will evaluate if 80% of the students have achieved the objective of the lesson if not, she will re-teach the lesson.
b. Student self-assessment: The students will receive a feedback from the teacher with reference to their performance. The students will also evaluate if they can work on the problems individually at the end of the class.
.
Lesson Plan 2
CONTENT AREA: The students will learn to make a budget.
CONTENT OBJECTIVE: The students will understand the importance of planning and maintaining a budget.
1. Content: The students will be able to present the key components of a budget and the means to account for it in mathematical teams. The students will apply the content learnt in this lesson to community-based skills.
2. Conditions: In the math class, the students will learn to create a budget for a fundraiser that the class will organize to help the people of Japan.
3. Criterion: At the end of a forty-five minute lesson, the students will be able to create a budget with 90% accuracy.
SOL: SOL 6.8The student will solve multistep consumer-application problems involving fractions and decimals and present data and conclusions in paragraphs, tables, or graphs. Planning a budget will be included.
PROCEDURE:
1. Introduction
a. The teacher tells the student that they will have a fundraiser to help the people of Japan. In order to organize a fundraiser they will have to invite people, make posters and have a welcome drink, etc All these activities will require money and they will have to make a budget to help them understand their financial situation.
b. The teacher explains that a budget by which you know how much money you have, how you can spend for things they need and how they can save for a rainy day.
c. Teacher gives example of going to a grocery market, the students will make a list of thing that will want to buy, and then they will make a list of the cost and compare it to the money they have.
2. Development:
a. Example to make a budget.
Jack has 20$. He needs to save half of his money for his saving. The rest of it, he spend buying 1 gallon of milk for 3.00$, bread for a 1$ and 2$ for cheese. Create a budget for Jack to help him estimate/ know how much money does he have left for entertainment.
Things he needs to Buy. / Cost
Milk (+) / 3.00
Bread(+) / 1.00
Cheese(+) / 2.00
Total (=) / 6.00
Thus we see that Jack spends 6 $ of his entire budget on food. Thus he has 4$ for entertainment.
$Has / 10
Spends (-) / 6
Left (=) / 4
b. The students make a list of things they will need for the fundraiser. This is a class activity and all the students take part in it.
c. The teacher gives them a pricelist for all the items. This is a class activity and all the students take part in it.
d. The students make an estimate budget for the money they will require for the fundraiser.
3. Summary:
a. The students will now have a copy of the budget for themselves.
b. The students are given an assessment worksheet to evaluate their learning.
RESOURCES: Paper, pen, blackboard, chalk, worksheets.
ACCOMMODATIONS AND MODIFICATIONS: The teacher will read the questions to students who find it difficult to read.
EVALUATION:
1. Assessment of student learning
a. Teacher assessment: The teacher goes around the class checking if the students have grasped the concepts and observes them working in groups.
The teacher will evaluate if 80% of the students have achieved the objective of the lesson if not, she will re-teach the lesson.
b. Student self-assessment: The students will receive a feedback from the teacher with reference to their performance. The students will also evaluate if they can work on the problems individually at the end of the class.
Lesson Plan 3
CONTENT AREA: The students will compare and convert units of measurements.
CONTENT OBJECTIVE: The students will be able to compare measurements with relation to length and volume.
1. Content: The students will be able to compare measurements as one foot is about 30 centimeters and one quarter is little less than a liter. The students will use this lesson to set a goal to achieve their target.
2. Conditions: In the math class, the students will learn to estimate the length of a large poster they will need to create for the fundraiser and also the volume of paint that will be needed to cover the poster.
3. Criterion: At the end of the forty-five minute lesson the students will be able to convert and compare measurements in terms of foot and centimeter and quarter and liters with 90% accuracy.
SOL: 6.9 The student will compare and convert units of measure for length, area, weight/mass, and volume within the U.S. Customary system and the metric system and estimate conversions between units in each system:
a) Length — part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;
b) Weight/mass — ounces, pounds, tons, grams, and kilograms;
c) Liquid volume — cups, pints, quarts, gallons, milliliters, and liters; and
d) Area — square units
PROCEDURE:
1. Introduction
a. In this class the students learn the key concepts of measurements. The teacher will explain one of the key concepts of measurements. They will learn about one foot is about 30 centimeters and one quarter is little less than a liter.
b. To demonstrate what is one foot the teacher will show the students what is one foot in terms long foot ruler. The students will see the different measurements on the same scale. In a similar way, the teacher will measure one-quarter water with a measuring jar and then show them that it is a little less than a liter. The teacher will measure on
c. The students will be given different objects like books, pens, different sizes of paper they will measure it in terms of foot or centimeter.
d. The teacher get a variety of bottles with label of their volume content. The students will have to read the labels in terms of quart or liter.
2. Development: (Activities selected to achieve Purpose):
a. The teacher will now give the class a big poster. The students will have to measure it.
b. The teacher tells them that they have six colors that they can use. All the six colors together add up to a quarter liter of paint.
c. The students have five days forty-five minutes each day to paint. The students have to estimate how much of paint they will use each day as well as how many centimeters will they have to paint each day