Unit Plan

Bluefield State College
Daily Lesson Plan (Template)
Name: Melissa Tetreault Date:

June 26, 2016
Subject: Mathematics Topic:

Function Tables
Grade: 6
Length of Lesson: 40 minutes
Introduction (Essential Question):

How are function tables related to solving real-world problems?
Standard: Math
Cluster: Expressions and Equations
Objective:
M.6.EE.2: write, read and evaluate expressions in which letters stand for numbers.
M.6.EE.9: use variables to represent two quantities in a real-world problem that change in relationship to
one another; write an equation to express one quantity, thought of as the dependent variable, in terms of
the other quantity, thought of as the independent variable. Analyze the relationship between the dependent
and independent variables using graphs and tables, and relate these to the equation. For example, in a
problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write
the equation d = 65t to represent the relationship between distance and time
Specific Objective:
Students will be able to complete function tables using given information. Students will be able to
determine the independent and dependent variables, and the function rule. Students will use
function tables to solve real-world problems. Students will score an 80% or higher on assessment
as recorded in teacher records.
Method(s): lecture, small group work, whole group discussion, online activity
Materials:
Glencoe Math: Built to the Common Core textbook

Dry erase boards
Dry erase markers
Erasers
Student group assignment list
Vocabulary list
Function Table Practice
Homework worksheet
Pencil and lined paper
Kahoot!.com Quiz on Function Tables username: mmmtetreault quiz name: Function tables
Direct Instruction:
Pre assessment (activating prior knowledge):
The following word problem will be written on the white board prior to class for a warm
up exercise. Students will write an equation containing one variable for the word problem, and
solve the problem and write their answer on their dry erase board:
In the first two basketball games, Lee scored a total of 40 points. If he scored 21 points in
the second game, how many points did he score in the first game?
Answer: x + 21 = 40
X = 19 points
The teacher will present an additional example to clarify any misconceptions.
Introduction:
To relate the lesson to information that the students already know, a review of
input/output machines will be done first. Using feedback from the students, the teacher
will draw the following input/output machine on the board:
10
+3
13
The students will verbally indicate where the inputs and outputs are located, and what the
rule for the machine is.
The teacher will begin the lesson by asking the students the following questions to
preview the lessons vocabulary:
Does anyone know what a function is?
What do you think a function rule is?
What do you think the input and outputs of a function are? (Refer
back to the input/output machine)
How do you think input and output relate to independent and
dependent variables in functions?
What do you think a function table is?
The student responses will be written on the board, and then the teacher will define the
terms from the vocabulary list (attached) for the students.
Leaving the input/output machine on the board, the teacher will explain to the
students that they will be learning about a new format that represents function that is
similar to input and output machines. These are called function tables. Next to
input/output machine, the teacher will complete the following example of a function
table, thinking aloud in order to demonstrate what each part of the function table is:
1) The output is 7 more than the input.
Ask the students: What do you think is the function rule based on the output
and input information?
Answer: x + 7 (add 7 to each input)
Independent variable (x) X + 7 (rule) Dependent variable (y)

10 10 + 7 17
12 12 + 7 19
14 14 + 7 21
The teacher will ask the students to identify the similarities and differences
between an input/output machine and a function table; this could include: shape, the rule
for a function table is in the form of an expression with a variable, and the use of
variables for inputs and outputs.
The teacher (using student input where appropriate) will complete following
example on the board to demonstrate function tables with rules that use other operations:
2) The output is 5 times the input.
What is the function rule? Answer: 5x. Multiply each input by 5.
Independent variable (x) 5x (function rule) Dependent variable (y)

8 5x8 40
10 5 x 10 50
12 5 x 12 60
3) The output is 5 less than the input.
What is the function rule? Answer: x - 5
Independent variable (x) X 5 (function rule) Output (y)

8 85 3
10 10 5 5
12 12 5 7
The final part of the lesson is using a function table to solve a real-world problem. The following
word problem will be written on the board:
A ruby-throated hummingbird beats its wings about 52 beats per second. Make a
table showing how many times this bird beats its wings in 2 seconds, 6 seconds, and 20
seconds.
The teacher will demonstrate how to complete a function table for this problem using the
following steps:
1.) Determine your independent and dependent variables (x = number of seconds, y = number
of wing beats)
2.) Determine the function rule (x times 52)
3.) Draw a table that contains 3 columns and 4 rows
4.) Label the columns independent variable x, function rule52x, and dependent variable y
5.) Fill in the remainder of the table using the information from the problem, and follow the
function rule to determine the dependent variable values.
Guided Practice:
The students will be divided into small groups (predetermined by the teacher). In their groups, the
students will complete the Function Tables Practice Sheet that is attached. In each group the
following numbers will be assigned:
Student 1: reporter
Student 2: recorder
After completing the worksheet, the class will discuss their answers in a whole group
discussion. This activity will be used as a formative assessment.
Differentiation:
The groups will be of heterogeneous ability levels. This will allow those students who are
above level to help those students who are below level in mathematics. Students who struggle
with communication skills will not be assigned the reporter task, and students who struggle with
writing skills will not be assigned the recorder task. The examples that the students will be
completing incorporate the different learning abilities. Examples 1 and 2 are for those students
who are approaching level and on level, and examples 3 and 4 are for those who are beyond
level.
Lesson Closure:
As a whole group activity, the students will play the Kahoot! game. The Function Tables
Kahoot! will be displayed on the SmartBoard. The students will indicate their responses to the
questions on their dry erase boards (rather than online, due to the potential for not enough
computers available). The students will hold up their boards with their response to the question,
in order for the teacher to check for understanding. The teacher will review any questions as
necessary.
Independent Practice:
Students will be assigned the attached homework sheet. This sheet will be completed for
a participation grade, and the answers will be reviewed during the following class period.
Assessment:
Formative: The teacher will use the responses from the Kahoot! activity, the group guided
practice activity, and the homework assignment as the formative assessments.
Summative: The information from this lesson will be assessed in a unit test at the end of
the unit. There will also be a unit project at the end of the unit. The successful student will score
an 80% or higher on these assessments as recorded in teacher records.
Time & Resources:
Carter, J. A.; Cuevas, G.J.; Day, R.; Malloy, C. (2015). Glencoe Math: Built to the
Common Core. Columbus: McGraw Hill Education
n.a. Kahoot!: Function Tables. 2016. Accessed 6 June 2016. https://play.kahoot.it/#/?

quizId=c061c0fd-530f-4dcc-b31b-58ec3c0bee84

June 26, 2016
Subject: Math
Topic: Area (lesson 1 of 2)
Grade: 6

How does measurement help you solve problems in everyday life?
Standard: Math
Cluster: Geometry
Objective:
M.6.G.1: find the area of right triangles, other triangles, special quadrilaterals and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these
techniques in the context of solving real-world and mathematical problems
Specific Objective:
Students will be able to use the area formula to find the area of a parallelogram, triangle, and
trapezoid. Students will be able to use the area formula to solve real-world problems. Students
will score 80% or higher on assessment as recorded in teacher records.
Method(s): lecture, whole group discussion, brainstorming, hands-on activity
Materials:
Index cards (4 inches by 6 inches)
Doc cam
SmartBoard
Graph paper
Scissors
Area Practice Worksheet
Direct Instruction:
The teacher will ask the students the following question: My rectangular shaped
classroom is 15 feet by 20 feet. Does anyone know what these numbers are referring to?
Students should be able to recognize that these are the dimensions for length and width,
and by multiplying them together you would get the area of a rectangular shaped room.
The teacher will ask a student to come to the board and draw a picture representation of
this scenario, which should look like this:
15 feet
20 feet
The teacher will demonstrate to the students how the area can be found by multiplying 15
feet by 20 feet.
Introduction:
Area of a parallelogram:
The teacher will refer to the previous example, and explain to the students that
this formula can be looked at another way. Not only can these dimensions be referred to
as length times width, but they can also be referred to as base times height. This is the
general area formula that can be used for polygons. The teacher will draw the following
shape on the board:
Using the area formula area = base x height, the teacher will use the following
dimensions to demonstrate to the students how the area of parallelogram can be
determined.
Parallelogram: base 6 units, height 5 units
To give the students a visual model to demonstrate how the area of a

parallelogram is found, the teacher can pull up a coordinate plane on the SmartBoard, or
use a piece of graph paper on the doc cam to demonstrate. On the coordinate plane, the
teacher will draw the same parallelogram as above with the units listed, and demonstrate
to the students where these dimensions can be found. The teacher will point out that the
height is found by a perpendicular line from the top to the bottom, which forms a triangle
on the outer edge of the parallelogram. The teacher will also point out that the
perpendicular changes the parallelogram into a rectangle.
Heigh
t
base
Area of a triangle:
The teacher will begin with an index card, and hand out index cards and rulers to each
student. The teacher will measure the index on the doc cam, to prove to the students that the
dimensions of the index card are 4 inches by 6 inches (the students will also verify this on their
cards), which makes the area of the card 24 square inches. The teacher and students will then
draw a diagonal line from one corner of the index card to the other. Finally, the teacher and
students will cut along the line that they just drew. The teacher will ask the students what
conclusion they can make from this exercise. The teacher will listen to student responses, and
then explain to them that since two tringles form one rectangle, therefor one triangle will have
half the area of the original rectangle. This makes the area formula for a triangle base times the
height. The teacher will demonstrate using the previous example that this also applies to the
parallelogram. The teacher will demonstrate to the students that if they can find the area of the
parallelogram or a rectangle, then the area of one of the triangles will be exactly half.
Area of a trapezoid:
The teacher will once again begin with a coordinate plane. On this coordinate plane, the
teacher will draw a trapezoid (seen in BLUE) that has a bottom base of 5 units, a height of 5
units, and a top base of 3 units, as seen below (note: drawing not to scale):
Base 1: 3 units
Height:5
units
Base 2: 5 units
The teacher will then draw a second identical trapezoid (seen in RED). The teacher will ask the
students what shape is formed from the two trapezoids (parallelogram). The teacher will ask the
students what they believe the formula for a trapezoid is given the following:
Two trapezoids form one parallelogram
A parallelogram has an area of base times height
This parallelograms base is composed of base 1 and base 2
The teacher will allow the students about 5 minutes to see if they can come up with the formula.
Once the teacher receives students responses, the teacher will explain that the area of the
trapezoid is (base 1 + base 2) x height.
Guided Practice:
The students will be divided into heterogeneous learning ability groups consisting of 4
students. Each student will be assigned a number 1-4. Using the attached area practice sheet, the
students will be assigned the following tasks:
Student 1: identify the base(s) for each shape
Student 2: identify the height for each shape
Student 3: find the area of the shape
Student 4: check the answer for reasonableness and report to the class during the
discussion following the activity (this task can be assigned if there needs to be a 5th student in
each group)
Students will be given approximately 5-10 minutes to complete the sheet. When time is up, the
group reporters will take turns reporting their findings for each exercise. The teacher will correct
misunderstandings.
Differentiation:
The mixture of learning abilities within the groups will allow those who need more
assistance benefit from the other members of the group. The students job assignments will be
based on ability. Those who have difficulty with computations will be assigned task 1 or 2. Those
who are on level or beyond level will be assigned jobs 3 or 4. Those who have difficulty with
communication will not be assigned the job of reporter. This activity can also be differentiated in
terms of the shapes given. For example, if the students in one particular group are mostly on
level or beyond level, the shapes can require more decomposing prior to determining the area,
for example:
Lesson Closure:
Using dry erase boards, students will respond to the following questions:
1.) What formula would we use to find the area of a parallelogram?
2.) What is the area for a parallelogram with a base of 3 units and a height of 5
units?
3.) True or false: the area formula for a trapezoid is base x height? (ask students
what the formula is)
4.) What is the area of a triangle with a base of 3 inches, and a height of 6 inches?
5.) What is the area of a trapezoid with a base one measurement of 5 inches, a
base 2 measurement of 7 inches, and a height of 3 inches?
The teacher will assess students responses, and correct misunderstandings as necessary.
Students will draw a map on graph paper of their bedroom (does not have to be factual, it can be
made up). Students will draw objects in the room on a coordinate plane, and determine the area
for any objects in the room. There must be at least one of every shape discussed during the
lesson.
Assessment:
Formative: Guided practice activity, homework, and the lesson closure activity will be used as an
assessment.
Summative: The information from this lesson will be assessed in a unit test at the end of the unit.
There will also be a unit project at the end of the unit. The successful student will score an 80%
or higher on these assessments as recorded in teacher records.
Time & Resources:

Vocabulary
Function: a relationship that assigns exactly one output value to one input value.
Function rule: An expression that describes the relationship between each output and input.
Function table: A table organizing the input, the rule, and output of a function.
Independent variable: The variable in a function with a value that is subject to choice.
Dependent variable: The variable in a relation with a value that depends on the value of the
independent function.
Input: Independent variable
Output: Dependent variable
Function Table Practice
Part 1: Complete the function tables
1. The output is 4 less than the input.
Function rule:___________________________
4
7
10
2. The output is 2 times the input.

Function rule:____________________
6
9
20
Part 2: Construct a function table for the following real-world problems.

3. The Gomez family is traveling at a rate of 70 miles per hour. Make a table to determine how
far the Gomez family travels in 3 hours, 5 hours, and 12 hours.
4. Peaches cost $3 per pound. What is the total cost of the purchases for 3 customers if they
bought 2 pounds, 5 pounds, and 8 pounds respectively?
Function Table Homework
Complete the function tables below.
1) The output is 4 less than the input.
Function rule:__________________
4
8
11
2) The output is 5 times the input.

Function rule:__________________
5
7
13
3) Lily rollerblades 8 miles in one hour. Construct a function table to show how many miles she
has skated when she after 1 hour, 3 hours, and 7 hours.
4.) Jacob wants to buy some pizzas for a party. A large pizza at The Pizza Palace
costs $9. Construct a function table to determine the total cost in dollars if Jacob
buys 3 pizzas, 5 pizzas, and 13 pizzas.
Area Practice Worksheet
Calculate the values for the base(s), height, and area for
the following shapes:
4 units
1.) 2 units
5 units
2.) 7 units
8 units
11 units
3.)
10 in.
9 in.
4.) 7m
9.8 m
12 m

June 26, 2016
Subject: Math
Topic: Area and
perimeter (Lesson 2 of
2)
Grade: 6

How does measurement help you solve problems in everyday life?
Standard: Math
Cluster: Geometry
Objective:
M.6.G.1: find the area of right triangles, other triangles, special quadrilaterals and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these
techniques in the context of solving real-world and mathematical problems
M.6.G.3: draw polygons in the coordinate plane given coordinates for the vertices; use
coordinates to find the length of a side joining points with the same first coordinate or the same
second coordinate. Apply these techniques in the context of solving real-world and mathematical
problems.
Specific Objective:
Students will be able to demonstrate how to graph points on a coordinate plane in order to find
the dimensions of a shape. Students will score 80% or higher on assessment as recorded in
teacher records.
Method(s): lecture, small group work, whole group work
Materials:
Graph paper
Doc cam
Coordinate plane drawn on graph paper (or pulled up on the SmartBoard if available)
Dry erase boards, erasers, and markers
Area and Perimeter sheet
Direct Instruction:
Each student will be given a piece of graph paper. Students will be instructed to draw a
coordinate plane, with the X and Y axis having a range of -10 to 10. The following coordinates
will be written on the board
(2,6) (3,4) (5,1)
Students will graph the coordinates, and connect the points to form a line. Once completed,
students will hold up their papers. The teacher will verify that each student is able to graph the
points, and correct misconceptions as necessary. The teacher will define vertices as the point
where to lines intersect.
Introduction:
The teacher will ask the students how they think that this could be useful in the real world. The
teacher will ask the students if they can think of an example when this could be used. After
hearing student responses, the teacher will display a coordinate plane (drawn on graph paper or
on the SmartBoard) for the class to see. The teacher will use the following scenario to show
students that graphing coordinates will allow them to find the find the dimensions of a polygon:
An events planner is trying to draw a map of their building. They need to have a
stage, bleachers, and a concession stand. They are given a table with the following vertices:
Object Vertices
Stage (2,6), (2,9), (6,9), (6,6), (5,5), (3,5)
Bleachers (7,5), (7,9), (9,9), (9,5)
Concession Stand (5,2), (5,4), (7,4), (7,2)
The teacher will plot the points, and connect the points to form each of the objects listed. The
map will look like this:
stag bleache
e rs
Concession
stand
The teacher will then ask the students if they can find the units of the bleachers (length: 4 units,
height: 2 units). The teacher will show the students how these dimensions can be found (counting
the unit squares). The teacher will then show the students another method for finding the
dimensions. The teacher will use the points (2,6) and (2,9). The teacher will ask the students the
length of that line (3 units). The teacher will then show the students that you can count the unit
squares to determine the length, or you can subtract the Y coordinates (9-6), which shows a
difference of 3 units.
The teacher will then refer to the area of a polygon (base times height). The teacher will ask the
students to find the area of the bleachers and concession stand, and the students will write their
answers on their dry erase boards and hold them up. The teacher will then ask the students how
they can determine the area of the stage. After listening to the students responses, the teacher
will show the students that they can simply count the unit squares (combining the partial corner
ones to make a whole unit), and this will give them the area of the shape on a coordinate plane.
The final topic for this lesson is perimeter. The teacher will ask the students what they think the
word perimeter means. After hearing student responses, the teacher describes the perimeter of an
object as a closed line that forms the outer boundary of a shape. The teacher will draw the
following shape on a coordinate plane and label it as follows:
6 C
A
6 6
u
B D
6
Using this shape and the definition of perimeter, the teacher will ask the students to take a guess
as to what the perimeter of the shape is (24 units). The teacher will explain that this method
(counting the squares) can be used to determine the perimeter of a shape on a coordinate plane.
Another method that can be used is using line segments. The teacher will explain the definition
of line segment (the line formed between two points), and that the length of the line segment can
be found by subtracting the coordinates. For example, line segment AB has a length of 6 units
because point A is located at (2,8), and point B is located at (2,2); therefore, you would subtract
the Y coordinates (8-2), which gives you the length of 6 units. The same process would be used
to find the length of line segment AC, with the only difference being that you would subtract the
X coordinates.
Guided Practice:
Students will be separated into groups of 4. They will be given two tasks to complete. First, the
students will be given the following information:
A rectangle has vertices A(2,8), B(7,8), C(7,5), and D(2,5).
Using these vertices, the students will draw (on graph paper) the rectangle, labeling the vertices.
The students will also determine the length of each line segment, the area of the rectangle, and
the perimeter of the rectangle.
The second task that the students will complete is using this rectangle, they will write their own
word problem that is a real-world scenario that uses this rectangle. The answer to the problem
can either be finding the area or the perimeter.
After completing the tasks, the teacher will go over the correct labels for the rectangle, and the
answers for both the area and perimeter. After verifying the information that they have is correct,
the students will share their word problems.
Differentiation:
Students who are approaching level are able to add the units in order to determine the area and
perimeter. The visuals provided on the graph paper will help those who are visual learners. Those
students who are on level or beyond level are able to use the points associated with the line
segments to determine the area and perimeter. Those students who are beyond level will also be
challenged by having to write the word problem to go with the rectangle.
Lesson Closure:
While the students are working in their groups, the teacher will write the following scenario on
the board:
Mrs. Potts is making plans for her garden. She is using graph paper to plan it out.
The vertices for her garden are (0,0), (0,10), (5,10), and (5,0). Each square on the graph
equals 10 feet. She needs to know the following:
How much space does she have inside her garden to plant her plants in?
How much fencing will she need to form the perimeter?
This will be an exit ticket activity. The students will be given graph paper to draw the plan on,
and submit it at the end of the class. The teacher will review the students work and review the
topic as necessary.
The students will complete the Area and Perimeter sheet for homework. This will be reviewed at
the beginning of the following class. The assignment is differentiated as follows:
Questions 1-5 are for those students who are approaching and on level
Question 6 and 7 are for those students who are beyond level
Assessment:
assessment.
Time & Resources:

Area and Perimeter
Directions: Graph the figure on the coordinate plane using the coordinates. Use the
coordinates to find the length of each side of the rectangle. Then find the perimeter.
1. D(1,2) E(1,7) F(4,7) G(4,2)
Perimeter=_____________________
2. Q(0,0), R(4,0), S(4,4), T(0,4)
Perimeter=_______________________
3. Natasha is building a rectangular picture frame for her favorite photo. The coordinates of
the vertices of the frame are (0,0), (0,8), (12,8), and (12,0). Each grid square has a length
of 3 centimeters. Find the amount of wood, in centimeters, needed for the perimeter of
the frame.
________________________________________________________________________
______________________
Find the area of each figure in square units.

4.
5.
6. Draw a rectangle on the coordinate plane below that has a perimeter

of 16 units. Label all of the vertices with the coordinates. Then find
the area of the rectangle.
7. Explain the steps you would use to find the perimeter of a rectangle using the
coordinates of the vertices.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________


June 26, 2016
Subject: Math
Topic: Mean
Grade: 6

How is using mean helpful in describing data?
Standard: Math
Cluster: Statistics and Probability
Objective:
M.6.SP.3: recognize that a measure of center for a numerical data set summarizes all of its values
with a single number.
Specific Objective:
Students will be able to summarize numeric data with numerical summaries, including the mean.
Students will score 80% or higher on assessment as recorded in teacher records.
Method(s): lecture, small group activity, whole group activity
Materials:
Dry erase boards, markers, and erasers
Classmate list
Mean Practice sheet
Direct Instruction:
Pre assessment: The following examples will be written on the board. The students will complete
the problems as a warm-up exercise on their dry erase boards. Once they are finished, the teacher
will select student volunteers to come to the board and work through the problems. When the
student finishes, the teacher will ask the class if they agree or disagree with the work, and discuss
the problem.
Example 1: add 12.53 + 9.87 + 16.24 + 22.12
Example 3: Divide 79.2 by 6
Example 2: Michelle read 56.5 pages of her book on Monday and Tuesday. If
she read the same amount of pages each day, how many pages did she
average each day?
Introduction: The teacher will ask the students what the word average means to them. After the
students respond, the teacher will that the average is the central number in a set of numbers.
Referring back to the warm up word problem, the teacher will explain how the average was the
middle number of pages read (26.25). The teacher will explain that when the students were
finding the average, they were finding the central number. Another term that is similar to average
is the mean of a set of numbers. The teacher will define the mean as the sum of the data divided
by the number of pieces of data. It is the balancing number, making it the halfway point between
the set. The teacher will explain that both the average and the mean values summarize a set of
data into a single number.
To demonstrate, the teacher will read the following example:
Tina and her friends downloaded songs for 6 weeks as shown:
Week 1: 12
Week 2: 6
Week 3: 10
Week 4: 9
Week 5: 4
Week 6: 1
The first question we need to answer is how many songs did they download all together? (42
songs) The teacher will ask the students how to find out the total, and then ask the students who
knows how many were downloaded. The teacher will then show the students how to determine
the mean number of songs. The teacher, thinking aloud, will show the students that in order to
find the mean (or average) number of songs downloaded per week, they must divide the 42 total
songs by 6 weeks, which gives them an average of 7 songs per week. The teacher will then ask
the students why this number (7) is a good number to represent the average. After listening to
their responses, the teacher will show the students what this number represents by using a
number line. The teacher will plot the number of songs downloaded on a number line, and
indicate a point where the average is (7). The teacher will then ask the students how far below
the average is 1, 4, and 6. (6,3,1) The teacher will then ask the students how far above the
average is 9, 10, and 12. (2,3,5) Finally the teacher will ask the students what each of these sets
of numbers have in common (their sum is 10), and explain that since their sums are equal, that
explains why 7 is where the data set is balanced.
The next portion of the lesson involves finding the missing data value in a set of numbers. The
teacher will start with the following scenario:
The number of minutes I have talked on my cell phone each month for the past five
months are 494, 502, 486, 690, and 478. The mean number of minutes I have talked on my
cell phone is 532 minutes. How many minutes did I talk on my phone during the 6th month?
The teacher will begin by asking the students what information we have (number of minutes
talked for 5 months out of 6), the mean number of minutes talked (532 minutes), and what we are
looking for (how many minutes talked the 6th month). The teacher will remind students that when
they find the mean, they must add the numbers in a data set and then divide by the total items in
the set. The teacher will write this on the board as follows:
Total number of minutes talked 6 months = 532 minutes
The teacher will then ask the students what they should do with this information. After hearing
their response, the teacher will show the students that in order to find the total number of minutes
talked in the 6 months, they must multiple 532 by 6, to get the total number of minutes (the
unknown) by itself. This equals 3,192. The teacher will then ask the students how this number
helps us. After giving time for response, the teacher will show the students that by taking the
total number of minutes (3,192) and subtracting the sum of the minutes for the 5 months given
(2,650), we are left with 542. This number represents the number of minutes talked during the 6th
month. In order to check that this number is correct, the teacher will have the students total the
six months of minutes, and divide that number by 6. This will give us the mean of 532 minutes.
Guided Practice:
For a fun activity, the students will go around the classroom with a list of their classmates. They
are to ask each student what their shoe size is. After finding out everyones shoe size, they will
return to their seats. Once everyone has returned to their seats, they will determine the mean shoe
size for the class. The students will share their results following this activity, and their method
for determining the mean.
For an extension to this activity, the teacher will give the students a mean shoe size (for example,
if the students determined the mean shoe size to be a 5, the teacher might say the mean is now 6).
The teacher will separate the students into groups of 4, and tell the students that they have
received a new student in class. The new student changed the mean shoe size from a 5 to a 6, so
what is the new students shoe size? In groups, the students will work together to determine the
new students size. The students will be in groups of 4, and each group will be given a stack of
colored chips. When a student contributes to the group, they will take a chip. Each group
member must have at least one chip before they complete the activity. Students will be asked
what they contributed to the answer. The answer will be discussed as a whole group discussion.
Differentiation:
Activity one is for those students who are approaching or on level. This concept of adding the
shoe sizes and dividing by the total number of students in the class is at a difficulty level that the
students with this ability can do. Activity two is for students who are beyond level, due to the
fact that it requires more mathematical computations and higher order thinking. By grouping the
students for this activity, those who are approaching or on level can be helped by those students
who are beyond level by means of peer tutoring. Each student is also encouraged to participate in
some way by using the colored chips.
Lesson Closure:
Ticket out the door activity: Students will be asked to write a set of data on their dry erase
boards, with no more than eight data points, in which the mean is 4.5.
Sample answers: 9, 0
1, 8, 0
Students will complete the Mean Practice sheet for homework, to be reviewed during the next
class period.
Assessment:
assessment.
Time & Resources:
n.a. 7-day forecast for Lewisburg, WV. Weather.com. accessed 1 July 2016.
Mean Practice
Find the mean for each data set.
1. Pauls chapter test scores on the first 5 tests are as follows:
87, 93, 86, 90, 84
2. The number of flowers in my neighbors gardens are as follows:

12, 12, 14, 15, 15, 16
0000
Read the following scenario. Determine the missing value in the data set.
3. Jenny babysat nine times. She earned $15, $20, $10, $12, $20, $16, $18, and $80. The
mean of the data set is $24. How much did Jenny earn the 9th time she babysat?
4. The graphic to the right shows the weather forecast for

the next 7 days in Lewisburg, WV.
a. What is the mean high temperature for the 7-day period?

b. What is the mean low temperature for the 7-day period?
c. What is the difference between the mean high and low
temperatures?
5. Create a data set that has 5 values with a mean of 34. Write a scenario that uses the data
set you created.


June 26, 2016
Subject: Math
Topic: Median and Mode
Grade: 6

How can median and mode be helpful in describing data?
Standard: Math
Cluster: Statistics and Probability
Objective:
M.6.SP.5c: Summarize numerical data sets in relation to their context, such as by giving
quantitative measures of center (median and/or mean) and variability (interquartile range and/or
mean absolute deviation), as well as describing any overall pattern and any striking deviations
from the overall pattern with reference to the context in which the data were gathered.
Specific Objective:
Students will be able to find the median and mode of a set of data. Students will score 80% on
assessment as recorded in teacher records.
Method(s): lecture, graphic organizer, small group activity, whole group activity
Materials:
Dry erase boards, erasers, markers
Doc Cam
Number of Monkeys table of data
M&Ms candy fun size bags
Paper and pencil for each student
Mean, Median, and Mode homework sheet
Direct Instruction:
Pre assessment: Students will complete the following warm-up problems on their dry erase
boards:
Find the mean for the following data set:
9, 4, 2, 8, 7, 9, 3
The football team scored 24, 26, 28, 30, and 32 points in their first 5 games. What is
the mean number of points per game?
After everyone is finished, the teacher will ask for volunteers to come to the board to
demonstrate how they solved the problems. The teacher will look at the students work on their
dry erase boards, and correct any misconceptions as necessary.
Introduction:
The teacher will refer to the warm-up problem and the previous lesson on mean. The teacher will
ask the students what the mean value represents (a center number of a data set; a balancing
number). The teacher will explain that there are two other ways to measure the center of a data
set and describe a set based on one value: median and mode. This number represents a measure
of center in the data set. The teacher will draw the following graphic organizer on the board:
Measures of Center
Mean: the sum

of the number in Mode: the
a set divided by Median: the number(s) or
the number of value appearing item(s) that
pieces of data. at the center of appear most
a sorted version often in a set of
of a list, or the data.
mean of the two
central values.
The teacher will ask the students what the words median and mode remind them of, outside of
math. After listening to their responses, the teacher will demonstrate how medians in the road are
the middle of road, which is how they can remember that median is the center of a sorted list.
Mode sounds like most, so that is how students can remember that most often goes with mode.
The teacher will use the think aloud method to demonstrate how to find the median and mode of
a data set. The following table shows the number of monkeys at eleven different zoos:
Number of Monkeys
28 36 18 25 12 44
18 42 34 16 30
The teacher will display this table on the Doc Cam. Before starting, the teacher will ask the
students what is the median of a data set, and what is the mode of a data set. The teacher will
explain that the first step is to determine what data is being used. In this case it will be the 11
values from the chart. Before proceeding, the teacher will ask the students why its important to
put the set in order from least to greatest. The teacher will explain that the definition of median is
that it is the middle number of a sorted list of data values, therefore the numbers must be put in
order from least to greatest first. With student input, the teacher will put the numbers in order as
follows:
12, 16, 18, 18, 25, 28, 30, 34, 36, 42, 44
To show which number is the median number, the teacher will circle the 28. The teacher will
then ask the students what number they believe is the mode (18). The teacher will then circle the
pair of 18.
The teacher will explain that this problem worked out easily, because the median value was in
the middle of the data set that had an odd number of values. The teacher will then ask what the
students think they will have to do with an even number of data values? The teacher will write
the following values on the board:
64.4 71.2 55.8 58.2

The teacher will ask the students what the first step to finding the median is (put them in order
from least to greatest), and will perform this step. The teacher will then show the students that
being that there is an even number of values, something must be done to determine the median
value. The teacher will refer back to the graphic organizer, and ask the students what other
method can be used to find the center. After listening to student response, the teacher will explain
that in order to find the median of the data set, they must find the mean value of the two central
values. This value is 61.3 for this data set. Finally, the teacher will ask the students what the
mode for the data set is. This set has no mode.
Guided Practice:
The students will be sorted into groups of 4 for this activity. For a fun activity to practice median
and mode, the students will be given a bag of M&Ms. To find the median color of the M&Ms,
the students will be asked to sort the candy into the following order (red, orange, yellow, green,
blue, brown). The students will record what color in their bag is the median color (if there are
two different colors because of an even number of M&Ms, the students can record both colors),
and the students will determine the mode(s) of their bags of candy (if any). After completing the
activity, the students will share their results.
The next activity involves the number of wins for the Ronceverte Raiders and Lewisburg
Steelers football teams. The teacher will write the following tables on the board:
Ronceverte Raiders
Season Wins
1 38
2 42
3 31
4 50
5 31
6 48
Lewisburg Steelers
Season Wins
1 36 Students will work in groups to determine the median and mode for
2 42 each teams wins. One student will put the data in order, one will
3 40 determine the median, one will determine the mode, and one will
4 40 check the work for errors. As a group, the students will decide who
5 42 has the better record, and justify their answer. The answers will be
6 40 shared in a whole group discussion.
Differentiation:
Activity one is for those students who are approaching level or on level. It gives those students
who need a visual aide a way to see what is meant by the median and mode of a data set. It takes
the concept away from math, which is helpful for those students who have difficulty in math.
Activity two is for the 3 tiers of learners. The students who are approaching or on level learners
will be assigned the task of putting the data in order, and finding the mode. Those students who
are beyond level will check the work for errors, and also report to the class why they (the group)
believe the team they chose has the better record.
Lesson Closure:
Ticket Out the Door:
On their dry erase boards, students will find the median and mode of the data set:
12, 14, 15, 16, 17, 17, 18, and 21
The teacher will check each students response, and correct any misunderstandings.
Students will complete the Mean, Median, and Mode Practice sheet for homework. The answers
will be discussed during the following class. The teacher will correct any misunderstandings as
necessary.
Assessment:
assessment.
Time & Resources:

n.a. Mean, Median, and Mode. Proteachers.org. accessed June 26, 2016
Mean, Median, and Mode Homework
Find the median and mode for the following scenarios.
1. Dakota recorded her scores on 7 tests in her notebook. The test scores are 93, 88, 94, 93,
85, 97, 90.
Median:
Mode:
2. The weights in pounds for several goats in the petting zoo are 15, 45, 26, 55, 73, 15, and
30.
Median:
Mode:
3. Complete the following graphic organizer:
Measures of Center

____________________ Daily ____________________ ____________________
____________________ Lesson ____________________ ____________________
____________________ Plan ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
(Template)
June 20, 2016
Subject: Math
Topic: Factors and Multiples
Grade: 6

How can the greatest common factor and least common multiple help us in a real-world
situation?
Standard: Math
Cluster: The Number System
Objective:
M.6.NS.4: Find the greatest common factor of two whole numbers less than or equal to 100 and
the least common multiple of two whole numbers less than or equal to 12.
Specific Objective:
Students will calculate the greatest common factor and least common multiple of a set of whole
numbers with 80% accuracy or higher on assessment as recorded in teacher records.
Method(s): lecture, small group work, whole group discussion, brainstorming, video
Materials:
Flocabulary.com music video Greatest Common Factor and Least Common Multiple
Dry erase boards, erasers, markers
Pair of dice per group of students
Lined paper
Pencil
GCF/LCM multiple homework sheet
Direct Instruction:
Pre assessment:
The first skill that students need to know how to do prior to the lesson is how to factor a
given number. Students need to know how to find the factors of a number. Students will be given
the following numbers, and they must write down the factors of these numbers:
25 18
Students will write their responses on their dry erase boards, and hold them up when finished.
The factors of 25 are 1, 5, and 25; and the factors of 18 are 1, 2, 9, and 18.
Students must know what is meant by the term prime factorization. The following warm
up exercises will be written on the board, and students will complete them on their dry erase
boards:
Determine the prime factorization for each of the following:
8 20
Students will hold up their dry erase boards when they have completed the prime factorization
for both numbers. Students will find that the prime factorization for 8 is 2 x 2 x 2, and the prime
factorization for 20 is 2 x 2 x 5. The teacher will review as necessary.
Introduction:
The teacher will ask the students, referring to the warm up exercise, what the term factor
means. After listening to their response, the teacher will review that factors for a number are two
whole numbers that when multiplied together equal a given number. In terms of prime
factorization, the teacher will review that when finding the prime factorization of a number, you
must break down the factors of a number into their simplest form. One way this is done is by the
use of a factoring tree, as seen below:
24
6 4
2 3 2 2
The prime factorization for 24 is 2 x 3 x 2 x 2. The teacher will write this example on the board.
The teacher will then ask the students what they think the term common factor means. The
teacher will explain that common factors for two numbers are those factors that are the same for
both numbers. For example, the common factors for 8 and 12 are 1, 2, and 4. The teacher will
then ask the students what number do they think the greatest common factor is of 8 and 12. The
teacher will then explain that it is 4, since it is the largest factor that both numbers have in
common.
So how can this be used in a real-world scenario? The teacher will read the following scenario
aloud:
Mary, who works at the zoo, has 60 carrot sticks and 42 celery sticks. She wants to
package them in plastic bags to store for the animals so that each bag has an equal number
of carrot sticks and an equal number of celery sticks. What is the greatest number of bags
she can put together?
The teacher, using the think aloud method, will work through the problem on the board. The first
step is to determine the factors of 60 and 42. The teacher, with student input, will write the
factors for 60 (1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60) and 42 (1, 2, 3, 6, 7, 14, 21, 42). The teacher
will then ask the students what the common factors are for these two numbers (1, 2, 3, 6), and
then what the greatest common factor is (6).
The teacher will then demonstrate how to find the greatest common factor using the prime
factorization of two numbers. The teacher will write the factor trees for 12 and 18 on the board,
as shown here:
12 18
6 2 9 2
2 3 2 3 3 2
After completing the factor tree for these two numbers, the teacher will ask the students what the
common factors are for these two numbers (2 and 3). By multiplying these two prime factors
together, we can determine that the greatest common factor is 6.
The next part of this lesson is that of least common multiples. The teacher will ask the students
what they think of when they hear the word multiple? What operation do you think you use to
find the multiples of a number? The teacher will respond by explaining that multiples are found
by taking a given number, and multiplying it by an integer. (Review the definition of integer if
needed) The teacher will write on the board, while thinking aloud, how to determine the
multiples 3 and 2:
3x1=3
3x2=6
3x3=9
3 x 4 = 12
3 x 5 = 15
2x1=2
2x2=4
2x3=6
2x4=8
2 x 5 = 10
2 x 6 = 12
The teacher will explain that the products of these equations are the multiples of 2 and 3. The
teacher will then ask the students what the common multiples of 2 and 3 are? (6 and 12) Finally,
what is the least common multiple of 2 and 3? (6)
The teacher will then demonstrate how factor trees can be used to find LCM as well. The
following example will be written on the board:
2 6
2 2 3
The teacher will ask the students what the common prime factors are for 2 and 6 (2 and 3), and
then explain that to find the LCM, you multiply each common prime factor only once, and that
will give you the LCM. So for this example, the LCM of 2 and 6 is 6.
Finally, the teacher will demonstrate how LCM can be useful in a real-world scenario. The
teacher will read the following example aloud:
Ernesto has to paint the peacock house at the zoo every two weeks. Kamala has to
paint the lemur house every 5 weeks. This week, both houses needed to be painted. How
many weeks will it be until they are both painted again in the same week?
The teacher will ask the students what they need to find in order to answer the question (LCM).
Then, the teacher will ask for student input to determine the multiples of 2 and 5. (2: 2, 4, 6, 8,
10, 12, and 5: 5, 10, 15, 20, 25, 30) The teacher will then ask the students what they think is
the least common multiple, which is 10. Finally, the teacher will ask what 2o represents in this
problem (it will be 10 weeks before they are both painted again in the same week).
Guided Practice:
Students will be separated into groups of 4. Each group will be given two dice, a pencil, a stack
of colored chips, and lined paper. One person will roll the two dice, and combine the two numbers to
make a two-digit number. Another group member will roll the dice again, and combine their numbers to
make a second two-digit number. A third person will be the recorder, and will write down the two two-
digit numbers on the lined paper. Using a factor tree for each number, the group will determine the prime
factorization for each number, and using the prime factors, determine the greatest common factor for the
two numbers. The fourth member of the group will check the work for accuracy. Whenever someone in
the group contributes, they are to take a colored chip from the stack of chips. At the end, each member of
the group must have at least one chip.
The groups will follow the same procedure as above to find the least common multiple of two
numbers. The only difference in the procedure is that instead of combining the dice to make a two-digit
number, they will add the two numbers together. For example, a student rolls a 6 and a 2, so their first
number is 8.
The final step to this activity is for the group to use both the GCF and LCM that they found, and
write a real-world scenario that corresponds to their examples.
Once each group has an example for the GCF and LCM, the 4th student that checked their work
for accuracy will be the reporter.
Differentiation:
The chips encourage participation from all group members, particularly those who do not
feel comfortable participating in a whole class setting. The first two students that roll the dice are
assigned this task if they are approaching level or on level. The third person that is the recorder is
assigned this task if they are on level or above level. The fourth student is given the task as
checker if they are above level in math. Having the groups heterogeneously mixed allows for
students who are lower ability in math to be helped by those who have higher math abilities. This
activity also gives students who need a more visual approach to learning a way to see GCF and
LCM.
Lesson Closure:
Ticket Out the Door Problems:
Students will be asked to write on their dry erase boards the GCF of 15 and 20, and the
LCM for 12 and 18. Once the student has completed both problems, they will hold up their dry
erase boards. The teacher will review GCF and LCM as necessary.
As an engaging closure activity (if time permits), the students will view the Flocabulary.com
video Greatest Common Factor and Least Common Multiple on the SmartBoard.
Students will complete the Greatest Common Factor and Least Common Multiple Homework
sheet. The homework will be review during the following class.
Assessment:
assessment.
Time & Resources:

Lynas, D. Greatest Common Factor and Least Common Multiples. Flocabulary.com. accessed 20
June 2016.
Greatest Common Factor and Least Common Multiple Homework

Directions: Find the factors, common factors, and greatest common factor of each set of
numbers.
1. 15, 40
2. 24, 30
Directions: Determine the multiples, common multiples, and Least Common Multiple of:
3. 2 and 7
4. 6 and 9
5. Joe is in charge of feeding the bears and the giraffes. He feeds the bears every 3 hours,
and he feeds the giraffes every 12 hours. He fed both animals at 7:00 a.m. today. What
time will he be feeding both animals at the same time again?
6. The ticket salesman at the zoo has special passes for the butterfly exhibit. He has 27 adult
passes, and 36 childrens passes. He wants to bundle tickets with an equal number of each
type of ticket in each bundle. What is the greatest possible number of bundles he can
make?


June 20, 2016
Subject: Math
Topic: Ratios
Grade: 6

How do we use ratios in everyday life?
Standard: Math
Cluster: Ratios and Proportional Relationships
Objective:
M.6.RP.1: understand the concept of a ratio and use ratio language to describe a ratio relationship
between two quantities. For example, The ratio of wings to beaks in the bird house at the zoo
was 2:1, because for every 2 wings there was 1 beak. For every vote candidate A received,
candidate C received nearly three votes.
M.6.RP.3: use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by
reasoning about tables of equivalent ratios, tape diagrams , double number line diagrams, or
equations.
Specific Objective:
Students will write ratios and use ratios to compare data. Students will score 80% accuracy or
higher on assessment as recorded in teacher records.
Method(s): lecture, discussion, brainstorming, hands-on activity
Materials:
Fruit Loops cereal (enough for each student to have a handful)
Paper plates (enough for each student to have one)
Fruit Loops Ratio sheet
Dry erase boards, markers, and erasers
Direct Instruction:
Pre assessment:
The students will complete the following warm-up problem (written on the board prior to
students arrival) on their dry erase board:
In the big cat area of the zoo, there are 2 lions and 8 leopards. Compare the number of
lions to the number of leopards using the following methods:
Draw a picture of the relationship between lions and leopards
Fill in the blanks:
o There are _______more leopards than lions.
o There are _______times as many leopards than lions.
o There are _______fewer lions than leopards.
o The number of lions is the number of leopards.
After the students have finished, the teacher will ask for students to volunteer to come to the
board to complete the problems. The teacher will review the answers and correct any
misunderstandings.
Introduction:
The teacher will refer back to the warm-up exercise, and state that there are many ways to
compare amounts or quantities. Another method of comparison is using a ratio, which is a
comparison of two quantities by division. The teacher will write the following example on the
board:
Draw the following: red hearts: 2 and blue hearts: 6
The teacher will ask the students how many of each color heart are on the board. The teacher will
then ask the students if you divide the red hearts and blue hears into equal groups, so that the
same number of reds and same number of blues appear in each group, how many reds will be in
each group? How many blues? (1 red, 3 blues) The teacher will then refer back to the definition
of a ratio, and ask the students what ratio compares the total reds to blues (the teacher will give
the hintuse division). The teacher will allow for students to respond before saying that the ratio
of reds to blues is 2/6; 2 to 6; 2:6. The teacher will then explain that ratios are like fractions, as in
they should be written in simplest form, and ask the students what is the simplest form for this
ratio. Finally, the teacher will ask the students what the meaning of this ratio is. Once students
have given input, the teacher will explain that this ratio means that for every 1 red heart, there are
3 blue hearts.
The teacher will continue on with using ratios to compare data. The teacher will read the
following problem aloud:
Several students were asked to name their favorite exhibit at the zoo. Write the ratio
that compares the number who chose elephants to the total number of students.
On the Doc Cam, the teacher will display the following table:
Favorite Exhibit at the Zoo
Exhibit Number of
responses
Elephants 9
Bears 8
Sea lions 3
Giraffes 1
The teacher will ask how many students were surveyed? (21) How many selected elephants? (3)
The teacher will ask for a student to volunteer to come up to the board and write this relationship
as a ratio in simplest form. The teacher will then ask what, in words, does this relationship
represent? (1 out of every 7 students liked the elephants as their favorite exhibit)
Guided Practice:
Students will each receive a plate with a handful of fruit loops cereal, and the Fruit Loops Ratio
worksheet. The students will follow the directions on the worksheet.
Once all of the students have completed the worksheet, the results will be discussed in a whole
group discussion.
Differentiation:
The fruit loops activity provides a visual for those students who need the aid of a visual model to
understand concepts. The first two ratios are for those students who are approaching or on level
students; while the remainder of the ratios are for those students who are on level or beyond
level, due to the fact that the require some higher order thinking skills.
Lesson Closure:
The teacher will draw the following shapes on the board: two triangles, four squares, and
six circles. On their dry erase boards, the students will write the ratio of squares to the total
number of shapes in simplest form. The students will also write what the ratio stands for in
words. Once the student has finished, they will hold up their board for the teacher to review.
Students will complete the Ratios Homework sheet. The answers will be reviewed during the
next class. Any misunderstandings will be reviewed as necessary.
Assessment:
assessment.
Time & Resources:

Fruit Loops Ratios
1. Sort your fruit loops by color on your plate
2. Total # of fruit loops: ____________
Show the following ratios on your plate, draw a model on the table and
write each ratio 3 ways
Yellow Fruit Loops to green Fruit Loops
Ratio 3 ways:
Blue Fruit Loops to purple Fruit Loops
Ratio 3 ways:
Your favorite Fruit Loops to total Fruit Loops
Ratio 3 ways:
Green Fruit Loops to blue and yellow Fruit Loops

Ratio 3 ways:
Red Fruit Loops to green Fruit Loops to orange Fruit Loops
Ratio 3 ways:
Create two DIFFERENT ratios of your own. Label each table and write three ways!
Ratio 3 ways:
Ratio 3 ways:
Ratios Homework
Write each ratio as a fraction in simplest form. Then explain the meaning.
1. Triangles to rectangles
2. Apples to bananas
3. A monkey exhibit has 36 chimpanzees and 12 gorillas. What is the ratio of

gorillas to chimpanzees?
_________________________________________________________________________________
_________________________________________________________________________________
__
4. Mrs. Pepper surveyed her class, and she found out that 6 out of the 24
students had never been to the zoo. What is the ratio of students that have
never been to the zoo to students that have been to the zoo?
_____________________________________________________________________________________
_____________________________________________________________________________________

June 20, 2016
Subject: Math
Topic: Add and Subtract Decimals
Grade: 6

How do we use decimals in real-world situations?
Standard: Math
Cluster: The Number System
Objective:
M.6.NS.3: fluently add, subtract, multiply and divide multi-digit decimals using the standard
algorithm for each operation.
Specific Objective:
Students will compute with decimals using the standard algorithm for each operation. Students
will score 80% or higher on assessment as recorded in teacher records.
Method(s): lecture, discussion, brainstorming
Materials:
Dry erase boards, markers, erasers
Bellacinos Restaurant Take Out Menu (one for each student)
Blank Guest Check (one for each student)
Direct Instruction:
Pre assessment:
Students will complete the following warm-up exercise on their dry erase boards:
Add: Multiply:
37 13
+43 x 15
Subtract: Divide:
64 323 17
- 17
Students will hold up their dry erase boards for the teacher to check their work. Once everyone
has finished, the teacher will ask for student volunteers to come to the board and show how they
solved the problems. The teacher will correct any misunderstandings.
Introduction:
The teacher will explain that adding and subtracting decimals is very similar to the
problems they just did. The key to adding decimals is to line up the decimal point, then add the
digits in the same place-value position. The teacher will write the following problem on the
board:
Find the sum of 23.1 and 5.8
The teacher will think aloud while solving the problem. First, the teacher will ask if the numbers
have the same number of places after the decimal. How many? How should we set it up? After
hearing student input, the teacher will set up the problem as follows:
23.1
+ 5.8
The teacher will point out that the decimals are lined up, and the place values are also lined up.
The teacher will then work the problem.
The teacher will then move on to subtracting decimals. The teacher will explain that the
procedure is similar to that of adding decimals. The decimal point must be lined up. The teacher
will write the following problem on the board:
5.774
- 2.371
The teacher will once again point out that the decimal point is lined up, and there are the same
number of places after the decimal in both numbers. The teacher will then ask the students what
they think would happen if there was a different number of places past the decimal point? What
would they think to do? After hearing their response, the teacher will tell the students that at
times, it may be necessary to annex (or add) zeroes as place holders to make the same number of
places after the decimal point. For example:
6 4.78
The teacher will point out that the number of places after the decimal is not the same, therefore it
is necessary to annex 2 zeroes to the 6, like so:
6.00
- 4.78
The teacher will now work the problem for the students as previously done, since the zeroes have
been annexed. Another question the teacher will ask the students is do they think that adding
zeroes to the end after the decimal point changes the value of the number? After the students
respond, the teacher will explain that adding zeroes after a decimal point does not change the
value of the number.
The teacher will then ask the students how they could use this in the real world? The teacher will
then read the following problem aloud:
Amy is creating an audio clip for a commercial to advertise for the new
butterfly exhibit at the local zoo. The first clip was 32.36 seconds long. The second clip was
22.36 seconds long. What is the total length of the audio clip?
The teacher will ask the students what the problem is asking for, and what do they think they
should do to find the answer. When the students respond, the teacher will ask what clues are in
the problem that told them what they should do. The teacher will work through the problem with
the help of the students, and correct any misunderstandings along the way.
The teacher will then ask the students if they can use subtracting decimals in the real world? The
teacher will read the following scenario:
In the zoo gift shop, a hat costs $10.95 and a t-shirt costs $14.20. Jane wants
to buy one of each item. How much change will she receive if she pays for both items with a
$50 bill?
The teacher will ask the students what they think they need to do to solve the problem. The
teacher will listen to students responses, and explain that this problem needs an extra step. The
teacher will show the students that the first step is to find out the total amount that Jane is
spending by adding the costs together. The teacher will then explain that the next step is to
subtract that cost from $50, but in order to do this, you must annex zeroes for the $50 to make
the number of places after the decimal equal.
Guided Practice:
Students will be given a copy of a menu from Bellacinos Restaurant, and a blank guest check.
Students will create a bill using the menu, and they will determine what the total is for the bill.
They must use at least 3 items from the menu, but they may use more if desired. The students
will write the items on the bill, and total them up on a separate sheet of paper. The students will
write the total on the bottom of the bill.
After each student reports to the class the total amount of their bill, the teacher will add a second
part to this activity. The teacher will ask each student their total, and tell them that they have a
certain dollar amount to spend, so how much change will I get? For example, student As total is
$23.10, and the teacher tells them that they are paying with a $50 bill. The student will then
determine how much change to give back.
Once each student has finished, they will report back in a whole group discussion.
Differentiation:
The guided practice activity is self-guided, which makes it easily differentiated. Students who are
approaching level or on level can chose items that they are able to add together easily. Students
who are beyond level can choose more items than the minimum, increasing the difficulty in the
computations. The second part of the activity is easily differentiated as well. When the student
tells the teacher what the total is, the teacher can use that students ability level to decide how
much the customer is paying with. For example, student A is a beyond level student in math, and
their bill total is $46.27. The teacher can tell the student that they are paying with a $100 bill.
Lesson Closure:
On their dry erase boards, the students will complete the following problems:
4.9 6 + 7.3 9.3 8 3.4
+ 3.2 - 2.2
Students will hold up their dry erase board when they are finished. The teacher will check for
accuracy, and correct any misunderstandings.
Students will complete the Adding and Subtracting Decimals sheet for homework. This will be
reviewed during the following class, and the teacher will correct any misunderstandings.
Assessment:
assessment.
Time & Resources:

Adding and Subtracting Decimals
Directions: Find each sum. Show your work.

1.) 7.2 + 9.5 =_____ 2.) 1.34 + 2 =______ 3.) 54.5 + 48.51
=_____
Directions: Find each difference. Show your work.

4.) 5.6 3.5 =____ 5.) 97 16.98 =_____ 6.) 58.67
28.72 =_____
7.) In two days, the zoo sold a total of $305.43 cups of giraffe feed. The first
day they sold $213.20 worth of feed. How much did they sell on the second
day?
8.) The Snack Shack at the zoo packs complimentary snack packs for
student groups that visit the zoo. They currently have 14.52 pounds of
peanuts, and 27.35 pounds of granola. How many pounds of snack mix does
the Snack Shack currently have?

June 20, 2016
Subject: Science
Topic: Changes in Ecosystems
Grade: 6

How do changes in ecosystems affect our world?
Standard: Science
Cluster: Science-Content of Science (Life Science)
Objective:
SC.O.6.3.02: construct a variety of useful models of an object, event, or process
Specific Objective:
Students will construct a model of an ecosystem and write a description about it. Students will
score 80% or higher on assessment as recorded in teacher records.
Method(s): lecture, hands-on activity, brainstorming, small group work, whole group discussion
Materials:
Earthworm habitat materials per group: 6 earthworms, cup of sand, 1 foot square of
aluminum foil, rubber band, 2 cups potting soil (moistened), plastic cup to hold the sand,
plastic spoon, 2L bottle with the top cut off, empty metal 15 oz. can, 2 sheets of black
construction paper, masking tape
Student science journals
Dry erase boards, eraser, and marker
Direct Instruction:
Access prior knowledge: The teacher will ask students to explain what happens to a system, such
as their bike, if one of its parts is missing or broken. The teacher will remind students that a
system is made of many parts that interact with each other in order to work properly; and this is
similar to the topic to be discussedecosystems.
Introduction:
The teacher will begin the lesson by asking the students all the words they know that
relate to ecosystems. The teacher will also ask the students why they think these words are
related to ecosystems. The teacher will then define ecosystem as a word that describes all the
living and non-living things in an environment and the many ways they interact (like in a
system). The teacher will then ask the students what they think would happen to an ecosystem if
a part of it doesnt work properly?
To preview the lessons vocabulary, the teacher will then ask the students how the words
population, community, and niche might relate to ecosystems? After listening to student
input, the teacher will define these three words as follows:
Community: different populations that interact with each other in the same
area
Niche: the specific role an organism has in its habitat
Population: all the members of one species that live within an area of an
ecosystem
To give students a visual representation, the teacher will have the following concept web on the
Doc Cam:
Ecosystem
Community
Population
Individual
The teacher will ask the students what they believe are examples of living and non-living parts of
an ecosystem. The teacher will write their responses on the board. The teacher can add to their
list the following items (if needed):
Living: Animals, plants, fungi, protists, bacteria
Non-living: air, water, soil, sunlight, climate, landforms
The teacher will explain that different climates produce different ecosystems, and different
ecosystems support different organisms. The teacher will ask the students if they know any
examples of ecosystems. The teacher will name deserts, grasslands, tundras, forests, and tropical
rain forests as different ecosystems found on Earth. The teacher will describe each of these
ecosystems as follows:
Desert: driest ecosystem, plants and animals (such as cactuses, coyotes, and
roadrunners) have adapted to the limited water supply
Grassland: covered with tall grass, receive a medium amount of rain, animals
include grasshoppers, prairie dogs, bison
Tundra: cold, dry region; the ground beneath the surface is frozen year-
round; grasses can grow, but not trees, animals include arctic fox and
caribou
Forest: filled with trees, wildflowers, and animals; usually get more rain than
grasslands; animals include deer, foxes, raccoons, and squirrels
Tropical rain forest: always wet, and they get rain all year long; thousands of
species of plants and animals; an example of an animal is the toucan, and the
orchid is an example of a plant
The teacher will ask the students how they think that limited space might affect organisms in an
ecosystem? After listening to students responses, the teacher will use the example of the rain
forest. Trees are being cut down in rainforests, which is forcing organisms that live there to live
in a smaller ecosystem. This shortage of space also limits the amount of food and water
available.
The final term that the teacher will ask the students if they know the meaning of is the word
habitat. After listening to the students ideas, the teacher will define habitat as an area or place
where an organism lives in an ecosystem. The teacher will ask the students to give examples of
organisms and their habitats.
Guided Practice:
The teacher will ask students what they think an earthworm habitat needs. The students will
record their ideas in their science journals. The students will be divided into groups of 4 students.
Each group will receive the following materials:
Earthworms (6), sand, foil, rubber band, cup, spoon, soil, 2L plastic bottle (prepared by
the teacher with the top cut off, can inserted upside down, and surrounded with 2 cups moist soil
surrounding the can and level with the top), black paper, tape
Allow the students time to explore their materials. The students will create an earthworm habitat
by following these steps:
1. Using the spoon, add a thin layer of sand to the top of the soil in the prepared
earthworm bottle. Add the 6 earthworms.
2. Tape black paper around the bottle. Cover the top with foil fastened with a rubber
band. Wait 24 hours.
3. Remove the paper and foil. Observe the sand, the dirt, and the earthworms. Record
observations in your science journal. Discuss your observations with the other
members of your group.
4. Replace the paper and foil. Observe daily for 4 days.
After set up is complete, the teacher will ask the students why the bottle is covered, and what
would happen if they didnt cover the bottle.
At the end of the 4 days of observation, each group will share what changes they observed in
their earthworm habitats. The teacher will also ask the students how they think earthworms might
have gotten the water and energy they needed in order to survive.
Differentiation:
The use of graphic organizer will help those students to visually see how the vocabulary terms
are related to one another. Working in groups for the guided practice earthworm activity allows
students who are approaching level to observe those students who are on level or above level in a
small group setting. By comparing observations, students can see what others noticed and what
they may have missed. Discussing the results in a whole group setting allows for all students to
benefit from hearing what other conclusions some students made. Writing observations in a
science journal will benefit those students who may have difficulty with recall, because all of the
information will be there for them to refer back to.
Lesson Closure:
Ticket Out the Door
Students will draw the following graphic organizer on their dry erase boards, labeling it
with the correct sequence:
Ecosystem
Students will also be asked to give one example of a habitat, and what organism(s) might live
there (students cannot use the earthworm as an example).
Students will construct an ecosystem diorama. They will use any size box they would like to use.
Students will research the ecosystem, and accurately reflect the ecosystem in their diorama.
Class time will be given to benefit those who do not have internet access outside of school. This
project will carry over for more than one class period, plus time outside of school. Students will
also provide a written description of their diorama, and how the items reflect the ecosystem they
chose.
Assessment:
Formative: Earthworm habitat, ticket out the door
Summative: The ecosystem diorama will be used as the summative assessment for this lesson.
Students will be graded based on the accuracy of the information presented, neatness, creativity,
and written description of the artifacts in the diorama. Successful students will score an 80% or
higher as recorded in teacher records.
Time & Resources:

n.a. Earthworm Habitat. Scott Foresman Science. Glenview: 2007.

June 20, 2016
Subject: ELA
Topic: Text Types and Purposes
Grade: 6
Length of Lesson: 30

What can you do to learn about the world around you?
Standard: English Language Arts
Cluster: Writing
Objective:
ELA.6.W.C9.2: write informative/explanatory texts to examine a topic and convey ideas,
concepts and information through the selection organization and analysis of relevant content.
Specific Objective:
Students demonstrate mastery of writing informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content by means of the completion of a writing piece. Students will score 80% or
higher on assessment as recorded in teacher records.
Method(s): lecture, read aloud, written response
Materials:
Response journals
National Geographic article
Post it Notes
Direct Instruction:
Access prior knowledge:
The teacher will refer to science lesson, and get the students thinking about home. The
teacher will ask the students the following questions:
What factual information do you know about West Virginia that you could tell
someone?
What places can you visit in West Virginia?
What kinds of things can someone do in West Virginia?
The teacher will give the students 5 minutes to write down their responses. After the time
expires, students can share the information that they wrote down.
Introduction:
The teacher will explain that this type of factual writing is called informative writing. The
teacher will ask the students why they call it informative? The teacher will explain that the
purpose of informational writing is to increase the readers knowledge, to help the reader better
understand a procedure or process, or to increase the reader's comprehension of a concept. The
teacher will explain that the information in this type of writing is factual, non-fiction
information.
Guided Practice:
The students will each receive a copy of the National Geographic article on ecosystems found
below. Students will take turns reading a paragraph of the article out loud.
After reading the article, students will write down 3 things they discovered about ecosystems that
they did not know in their response journals. Students will share their 3 responses once everyone
has finished.
The second step is for students to write 2 interesting facts from the article. Again, students will
share their responses.
Finally, students will write down one question they still have after reading the article.
After completing this read-aloud, the teacher will discuss with the students how this is an
example of informative writing. The article increased the knowledge, proof being the student
responses about the 5 things they learned from it. The teacher will explain that this is a credible
source, so the information presented is surely factual. The teacher will explain that it is important
for students to verify the source of the information they are reading to be sure what they think is
factual is from a credible source.
Differentiation:
The teacher will preview the article prior to this activity. The teacher will assign student readers
based on reading ability. Students who are approaching level will be given the opportunity to
read where appropriate. Those who are approaching level will benefit from hearing those who
are on level or beyond level. Writing responses in journals will improve comprehension, since
the students must find key details in the text. Verbal discussion will allow those who have
difficulty with writing skills the opportunity to participate and share ideas.
Lesson Closure:
Ticket Out the Door
On a Post It Note, students will write at least 3 key points about informational writing.
The Post It Notes will be placed on the classroom board for the teacher to review.
Students will write one information paragraph on the topic of their choice. Students must find at
least 1 credible source to cite information from in their paragraph.
Assessment:
Formative: Guided practice activity, ticket out the door, homework
Summative: Students will write an information essay (4-5 paragraphs in length) that describes
the information presented in their ecosystem diorama. There must be at least 2 credible sources
cited in the paper. Students will be given the opportunity to receive feedback in order to make
revisions prior to submitting the final product. Students will be graded using the WV Writing
Rubric for Grade 6. Successful students will score an 80% or higher on assessment as recorded
in teacher records.
Time & Resources:

n.a. Ecosystems. National Geographic. 5 August 2011. Accessed 2 July 2016.
n.a. West Virginia Writing Rubric-Grade 6. August 2008. Accessed 2 July 2016.
Ecosystem
SHOW INFO/HIDE INFO

An ecosystem is a geographic area where plants, animals, and other organisms, as well as weather and
landscape, work together to form a bubble of life. Bison, sometimes mistakenly called buffalo, are a keystone
species of the tallgrass prairie ecosystem of the Great Plains of the United States and Canada.
Coral Reef
McMurdo Sound Seal
Photograph by Lela Bouse-McCracken, MyShot
An ecosystem is a geographic area where plants, animals, and other organisms, as well
as weather and landscape, work together to form a bubble of life. Ecosystems contain
biotic or living, parts, as well as abiotic factors, or nonliving parts. Biotic factors include
plants, animals, and other organisms. Abiotic factors include rocks, temperature, and
humidity.
Every factor in an ecosystem depends on every other factor, either directly or indirectly.
A change in the temperature of an ecosystem will often affect what plants will grow
there, for instance. Animals that depend on plants for food and shelter will have
to adapt to the changes, move to another ecosystem, or perish.
Ecosystems can be very large or very small. Tide pools, the ponds left by the ocean as
the tide goes out, are complete, tiny ecosystems. Tide pools contain seaweed, a kind of
algae, which uses photosynthesis to create food. Herbivores such as abalone eat the
seaweed. Carnivores such as sea stars eat other animals in the tide pool, such as
clams or mussels. Tide pools depend on the changing level of ocean water. Some
organisms, such as seaweed, thrive in an aquatic environment, when the tide is in and
the pool is full. Other organisms, such as hermit crabs, cannot live underwater and
depend on the shallow pools left by low tides. In this way, the biotic parts of the
ecosystem depend on abiotic factors.
The whole surface of Earth is a series of connected ecosystems. Ecosystems are often
connected in a larger biome. Biomes are large sections of land, sea, or
atmosphere. Forests, ponds, reefs, and tundra are all types of biomes, for example.
They're organized very generally, based on the types of plants and animals that live in
them. Within each forest, each pond, each reef, or each section of tundra, you'll find
many different ecosystems.
The biome of the Sahara Desert, for instance, includes a wide variety of ecosystems.
The arid climate and hot weather characterize the biome. Within the Sahara are
oasis ecosystems, which have date palm trees, freshwater, and animals such
as crocodiles. The Sahara also has dune ecosystems, with the changing
landscape determined by the wind. Organisms in these ecosystems, such as snakes or
scorpions, must be able to survive in sand dunes for long periods of time. The Sahara
even includes a marine environment, where the Atlantic Ocean creates cool fogs on the
Northwest African coast. Shrubs and animals that feed on small trees, such as goats,
live in this Sahara ecosystem.
Even similar-sounding biomes could have completely different ecosystems. The biome
of the Sahara Desert, for instance, is very different from the biome of the Gobi Desert in
Mongolia and China. The Gobi is a cold desert, with frequent snowfall and freezing
temperatures. Unlike the Sahara, the Gobi has ecosystems based not in sand, but
kilometers of bare rock. Some grasses are able to grow in the cold, dry climate. As a
result, these Gobi ecosystems have grazing animals such as gazelles and even takhi,
an endangered species of wild horse.
Even the cold desert ecosystems of the Gobi are distinct from the freezing desert
ecosystems of Antarctica. Antarcticas thick ice sheet covers a continent made almost
entirely of dry, bare rock. Only a few mosses grow in this desert ecosystem, supporting
only a few birds, such asskuas.
Threats to Ecosystems
For thousands of years, people have interacted with ecosystems. Many cultures
developed around nearby ecosystems. Many Native American tribes of North
Americas Great Plains developed a complex lifestyle based on the native plants and
animals of plains ecosystems, for instance. Bison, a large grazing animal native to the
Great Plains, became the most important biotic factor in many Plains Indians cultures,
such as the Lakota or Kiowa. Bison are sometimes mistakenly called buffalo. These
tribes used buffalo hides for shelter and clothing, buffalo meat for food, and buffalo horn
for tools. The tallgrass prairie of the Great Plains supported bison herds, which tribes
followed throughout the year.
As human populations have grown, however, people have overtaken many ecosystems.
The tallgrass prairie of the Great Plains, for instance, became farmland. As the
ecosystem shrunk, fewer bison could survive. Today, a few herds survive in protected
ecosystems such as Yellowstone National Park.
In the tropical rain forest ecosystems surrounding the Amazon River in South America, a
similar situation is taking place. The Amazon rain forest includes hundreds of
ecosystems, including canopies, understories, and forest floors. These ecosystems
support vast food webs.
Canopies are ecosystems at the top of the rainforest, where tall, thin trees such as figs
grow in search of sunlight. Canopy ecosystems also include other plants,
called epiphytes, which grow directly on branches. Ecosystems exist under the canopy.
They are darker and more humid than canopies. Animals such as monkeys live in
understory ecosystems, eating fruits from trees as well as smaller animals like beetles.
Forest floor ecosystems support a wide variety of flowers, which are fed on by insects
like butterflies. Butterflies, in turn, provide food for animals such as spiders in forest floor
ecosystems.
Human activity threatens all these rain forest ecosystems in the Amazon. Thousands of
acres of land are cleared for farmland, housing, and industry. Countries of the Amazon
rain forest, such as Brazil, Venezuela, and Ecuador, are underdeveloped. Cutting down
trees to make room forcrops such as soy and corn benefits many poor farmers.
These resources give them a reliable source of income and food. Children may be able
to attend school, and families are able to afford better health care.
However, the destruction of rain forest ecosystems has its costs. Many
modern medicines have been developed from rain forest plants. Curare, a muscle
relaxant, and quinine, used to treat malaria, are just two of these medicines. Many
scientists worry that destroying the rain forest ecosystem may prevent more medicines
from being developed.
The rain forest ecosystems also make poor farmland. Unlike the rich soils of the Great
Plains, where people destroyed the tallgrass prairie ecosystem, Amazon rain forest soil
is thin and has few nutrients. Only a few seasons of crops may grow before all the
nutrients are absorbed. The farmer or agribusiness must move on to the next patch of
land, leaving an empty ecosystem behind.
Rebounding Ecosystems
Ecosystems can recover from destruction, however. The delicate coral reef ecosystems
in the South Pacific are at risk due to rising ocean temperatures and decreased salinity.
Corals bleach, or lose their bright colors, in water that is too warm. They die in water
that isnt salty enough. Without the reef structure, the ecosystem collapses. Organisms
such as algae, plants such as seagrass, and animals such as fish, snakes, and shrimp
disappear.
Most coral reef ecosystems will bounce back from collapse. As ocean temperature cools
and retains more salt, the brightly colored corals return. Slowly, they build reefs. Algae,
plants, and animals also return.
Individual people, cultures, and governments are working to preserve ecosystems that
are important to them. The government of Ecuador, for instance, recognizes ecosystem
rights in the countrys constitution. The so-called Rights of Nature says Nature
or Pachamama [Earth], where life is reproduced and exists, has the right to exist,
persist, maintain and regenerate its vital cycles, structure, functions and its processes
in evolution. Every person, people, community or nationality, will be able to demand the
recognitions of rights for nature before the public bodies. Ecuador is home not only to
rain forest ecosystems, but also river ecosystems and the remarkable ecosystems on
the Galapagos Islands.
End of Unit Project
This unit was themed around our planet. For an end of unit project, students will
design a zoo. The zoo can be located in a fictional place. Students will create the
following artifacts to be included in their project:
A layout of the zoo: this must be created on graph paper. Students will give
the dimensions of each building that is in their zoo (including the area), and
any fencing (perimeter measurement must be indicated).
A function table that can demonstrate anything numerical values that the
students wishes that is related to running a zoo (for example, a feeding
schedule for animals to determine how much total food is needed for a day if
the animal is fed X number of pounds in a given time frame)
A mean (average) for a given value at the zoo. This can be ticket sales in a
week, amount of food used on average, anything!
An example of a median and mode value in the zoo. This could be the
number of animals in a given area for example.
An example of finding the least common multiple (cage cleaning schedule
for example)
An example of finding the greatest common factor (ticket sales for example)
A ratio
A document showing adding and subtracting decimals
One area of the map must demonstrate the types of ecosystems we
discussed. You may design your map with each area being an ecosystem if
you wish.
Chose at least 3 exhibits and design an informative sign to be displayed
outside the exhibit
All of this is to be included in the finished product, which will be compiled in a
portfolio. This will be a lengthy assignment, and class time will be given to
work on it.
Accomplished (13 10 pts.) Emerging (9 7 pts.) Unsatisfactory (6 0 pts.)
Content Knowledge Candidates effectively demonstrate Candidates make attempts to Candidates do not demonstrate
and apply knowledge of major demonstrate and apply knowledge apply knowledge of major
NCTM-2012.ELEM.1
NCTM-2012.ELEM.1a mathematics concepts, algorithms, of major mathematics concepts, mathematics concepts, algorith
procedures, application in varied algorithms, procedures, procedures, application in varie
contexts, and connections within application in varied contexts, and contexts, and connections with
11 and among mathematical domains. connections within and among and among mathematical doma
mathematical domains.
Content Pedagogy Candidates effectively apply Candidates make attempts to apply Candidates do not attempt to ap
knowledge of curriculum standards knowledge of curriculum standards knowledge of curriculum stand
NCTM-2012.ELEM.3
NCTM-2012.ELEM.3a for middle grades mathematics and for middle grades mathematics and for middle grades mathematics
their relationship to student their relationship to student their relationship to student
10 learning within and across learning within and across learning within and across
mathematical domains. mathematical domains. mathematical domains.
Content Pedagogy Candidates effectively analyze and Candidates make attempts to Candidates do not attempt to
consider research in planning for analyze and consider research in analyze and consider research i
NCTM-2012.ELEM.3
NCTM-2012.ELEM.3b and leading students in rich planning for and leading students planning for and leading studen
mathematical learning experiences. in rich mathematical learning in rich mathematical learning
10 experiences. experiences.
Content Pedagogy Candidates effectively plan lessons Candidates make attempts to plan Candidates do not attempt to pl
and units that incorporate a variety lessons and units that incorporate a lessons and units that incorpora
NCTM-2012.ELEM.3
NCTM-2012.ELEM.3c of strategies, differentiated variety of strategies, differentiated variety of strategies, differentia
instruction for diverse populations, instruction for diverse populations, instruction for diverse populati
and mathematics-specific and and mathematics-specific and and mathematics-specific and
instructional technologies in instructional technologies in instructional technologies in
building all students' conceptual building all students' conceptual building all students' conceptua
11 understanding of procedural understanding of procedural understanding of procedural
proficiency. proficiency. proficiency.
Content Pedagogy Candidates effectively provide Candidates make attempts to Candidates do not attempt to
students with opportunities to provide students with provide students with
NCTM-2012.ELEM.3
NCTM-2012.ELEM.3d communicate about mathematics opportunities to communicate opportunities to communicate
and make connections about about mathematics and make about mathematics and make
mathematics, other content areas, connections about mathematics, connections about mathematics
10 everyday life, and the workplace. other content areas, everyday life, other content areas, everyday l
and the workplace. and the workplace.
Content Pedagogy Candidates effectively implement Candidates make attempts to Candidates do not attempt to
techniques related to student implement techniques related to implement techniques related t
NCTM-2012.ELEM.3
NCTM-2012.ELEM.3e engagement and communication student engagement and student engagement and
including selecting high quality communication including selecting communication including selec
tasks, guiding mathematical high quality tasks, guiding high quality tasks, guiding
discussions, identifying key mathematical discussions, mathematical discussions,
mathematical ideas, identifying identifying key mathematical identifying key mathematical
10 and addressing student ideas, identifying and addressing ideas, identifying and addressin
misconceptions and employing a student misconceptions and student misconceptions and
range of questioning strategies. employing a range of questioning employing a range of questioni
strategies. strategies.
Content Pedagogy Candidates effectively plan, select, Candidates make attempts to plan, Candidates do not attempt to pl
implement, interpret, and use select, implement, interpret, and select, implement, interpret, an
NCTM-2012.ELEM.3 formative and summative use formative and summative use formative and summative
NCTM-2012.ELEM.3f
assessments to inform instruction assessments to inform instruction assessments to inform instructi
by reflecting on mathematical by reflecting on mathematical by reflecting on mathematical
proficiencies essential for all proficiencies essential for all proficiencies essential for all
9 students. students. students.
Content Pedagogy Candidates effectively monitor Candidates make attempts to Candidates do not attempt to
students' progress, make monitor students' progress, make monitor students' progress, mak
NCTM-2012.ELEM.3
NCTM-2012.ELEM.3g instructional decisions, and instructional decisions, and instructional decisions, and
measure students' mathematical measure students' mathematical measure students' mathematica
understanding and ability using understanding and ability using understanding and ability using
10 formative and summative formative and summative formative and summative
assessments. assessments. assessments.
Mathematical Candidates effectively exhibit Candidates make attempts to Candidates do not attempt to
Learning
knowledge of pre-adolescent and exhibit knowledge of pre- exhibit knowledge of pre-
Environment
adolescent learning, development adolescent and adolescent adolescent and adolescent
NCTM-2012.ELEM.4 and behavior and demonstrate a learning, development and learning, development and
NCTM-2012.ELEM.4a positive disposition toward behavior and demonstrate a behavior and demonstrate a
mathematical processes and positive disposition toward positive disposition toward
mathematical learning. mathematical processes and mathematical processes and
9 mathematical learning. mathematical learning.
Mathematical Candidates effectively plan and Candidates make attempts to plan Candidates do not attempt to pl
Learning
create developmentally and create developmentally and create developmentally
Environment
appropriate, sequential, and appropriate, sequential, and appropriate, sequential, and
NCTM-2012.ELEM.4 challenging learning opportunities challenging learning opportunities challenging learning opportuni
NCTM-2012.ELEM.4b grounded in mathematics grounded in mathematics grounded in mathematics
10 education research in which education research in which education research in which
students are actively engaged in students are actively engaged in students are actively engaged i
building new knowledge from building new knowledge from building new knowledge from
previous knowledge and previous knowledge and previous knowledge and
experiences. experiences. experiences.
Mathematical Candidates effectively incorporate Candidates make attempts to Candidates do not attempt to
Learning
knowledge of individual incorporate knowledge of incorporate knowledge of
Environment
differences and the cultural and individual differences and the individual differences and the
NCTM-2012.ELEM.4 language diversity that exists cultural and language diversity cultural and language diversity
NCTM-2012.ELEM.4c within classrooms and include that exists within classrooms and that exists within classrooms an
culturally relevant perspectives as include culturally relevant include culturally relevant
a means to motivate and engage perspectives as a means to perspectives as a means to
9 students. motivate and engage students. motivate and engage students.
Mathematical Candidates effectively demonstrate Candidates make attempts to Candidates do not attempt to
Learning
equitable and ethical treatment of demonstrate equitable and ethical demonstrate equitable and ethic
Environment
and high expectations for all treatment of and high expectations treatment of and high expectati
NCTM-2012.ELEM.4
students. for all students. for all students.
NCTM-2012.ELEM.4d
12
Mathematical Candidates effectively apply Candidates make attempts to apply Candidates do not attempt to ap
Learning
Environment mathematical content and mathematical content and mathematical content and
pedagogical knowledge to select pedagogical knowledge to select pedagogical knowledge to sele
NCTM-2012.ELEM.4
NCTM-2012.ELEM.4e and use instructional tools such as and use instructional tools such as and use instructional tools such
manipulatives and physical manipulatives and physical manipulatives and physical
models, drawings, virtual models, drawings, virtual models, drawings, virtual
13 environments, spreadsheets, environments, spreadsheets, environments, spreadsheets,
presentation tools, and presentation tools, and presentation tools, and
mathematics-specific technologies mathematics-specific technologies mathematics-specific technolog
and make sound decisions about and make sound decisions about and make sound decisions abou
when such tools enhance teaching when such tools enhance teaching when such tools enhance teach
and learning, recognizing both the and learning, recognizing both the and learning, recognizing both
insights to be gained and possible insights to be gained and possible insights to be gained and possi
limitations of such tools. limitations of such tools. limitations of such tools.
Impact on Student Candidates effectively engage Candidates make attempts to Candidates do not attempt to
Learning
students in developmentally engage students in engage students in
NCTM-2012.ELEM.5 appropriate mathematical activities developmentally appropriate developmentally appropriate
NCTM-2012.ELEM.5b and investigations that require mathematical activities and mathematical activities and
active engagement and include investigations that require active investigations that require activ
mathematics-specific technology engagement and include engagement and include
9 in building new knowledge. mathematics-specific technology mathematics-specific technolog
in building new knowledge. in building new knowledge.
Accomplished (9 7 pts.) Emerging (6 4 pts.) Unsatisfactory (3 0 pts.)
Organization/Clarity The plan is very well organized. The plan is well organized. There The plan is lacking organizatio
There are no are only a few There are several
grammatical/mechanical errors. grammatical/mechanical errors grammatical/mechanical errors
8 APA citation is correct. that do not detract from the plan. that do detract from the plan.
APA citation is mostly correct. There are major errors in APA
citation.
Additional Materials The overview contains the The overview contains most of the The overview contains some of
required information and is required information and is required information and is
included with the plan. The self- included with the plan. The self- included with the plan. The sel
9 evaluation rubric is completed and evaluation rubric is completed and evaluation rubric is completed
included with the plan. included with the plan. included with the plan.
Unit Plan Rubric : 5-9 Math TOTAL SCORE: 80
160/200 points
Adapted from NCTM Standards.

My unit plan is based on a theme about the world around us. I am specializing in math for
5-9, so 8 of the 10 lessons are math lessons. The other two lessons I chose to complete were
English/Language Arts and Science. All of the lessons in this unit plan are for grade 6.
I planned my instruction with the end in mind. Once I thought of my theme, I attempted to
construct lessons that I thought I could use in some way in the final unit project. I think that I
achieved this, as the unit project has all of the lessons in it in some way.
I like to use small groups for guided instruction activities. I feel that students can learn a
lot from their peers, which is why almost all of my guided practice activities involve small group
work. I also like the idea of homework, which is why it is assigned in every lesson, but I keep it
short. I dont feel that spending hours on homework is necessary. I dont like to use a lot of seat
work, but at times I know that it is necessary. Any seat work I planned is brief. Many of my
guided practice activities involve something hands-on. I feel that it is an effective method for
teaching. I feel that the students exploring the topic that I have taught will help them reach the
goal more so than simply lecturing all day long.
My main goal is for students to see that math, even the most obscure topics, can be
applied to everyday life. That is another reason why I chose to have the students design a zoo as
their end of unit project. It takes all of the lessons, and applies them to real-world scenarios. I
also incorporate a lot of real-world linked problems into my math lessons. I feel that it is
important to see how the concepts can be related to everyday tasks.

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Bluefield State College

Daily Lesson Plan (Template)

Name: Melissa Tetreault Date:

Subject: Mathematics Topic:

Introduction (Essential Question):

Glencoe Math: Built to the Common Core textbook

1) The output is 7 more than the input.

Independent variable (x) X + 7 (rule) Dependent variable (y)

What is the function rule? Answer: 5x. Multiply each input by 5.

Independent variable (x) 5x (function rule) Dependent variable (y)

3) The output is 5 less than the input.

What is the function rule? Answer: x - 5

Independent variable (x) X 5 (function rule) Output (y)

Time & Resources:

n.a. Kahoot!: Function Tables. 2016. Accessed 6 June 2016. https://play.kahoot.it/#/?

Name: Melissa Tetreault Date:

Introduction (Essential Question):

Method(s): lecture, whole group discussion, brainstorming, hands-on activity

Parallelogram: base 6 units, height 5 units

To give the students a visual model to demonstrate how the area of a

Time & Resources:

2. The output is 2 times the input.

Part 2: Construct a function table for the following real-world problems.

2) The output is 5 times the input.

Name: Melissa Tetreault Date:

Introduction (Essential Question):

Method(s): lecture, small group work, whole group work

Time & Resources:

2. Q(0,0), R(4,0), S(4,4), T(0,4)

Find the area of each figure in square units.

6. Draw a rectangle on the coordinate plane below that has a perimeter

Bluefield State College

Name: Melissa Tetreault Date:

Introduction (Essential Question):

Method(s): lecture, small group activity, whole group activity

Time & Resources:

2. The number of flowers in my neighbors gardens are as follows:

4. The graphic to the right shows the weather forecast for

a. What is the mean high temperature for the 7-day period?

Bluefield State College

Name: Melissa Tetreault Date:

Introduction (Essential Question):

Mean: the sum

64.4 71.2 55.8 58.2

Time & Resources:

3. Complete the following graphic organizer:

Bluefield State College

Introduction (Essential Question):

Time & Resources:

Greatest Common Factor and Least Common Multiple Homework

Bluefield State College

Name: Melissa Tetreault Date:

Introduction (Essential Question):

Method(s): lecture, discussion, brainstorming, hands-on activity

Time & Resources:

Yellow Fruit Loops to green Fruit Loops

Blue Fruit Loops to purple Fruit Loops

Your favorite Fruit Loops to total Fruit Loops

Green Fruit Loops to blue and yellow Fruit Loops

Red Fruit Loops to green Fruit Loops to orange Fruit Loops

3. A monkey exhibit has 36 chimpanzees and 12 gorillas. What is the ratio of

Bluefield State College

Introduction (Essential Question):