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Lesson Plans

       C. Benton                                                                                                                        Unit #: 1

Teacher: 7th grade

Dates: September 22-26

Monday

CCGPS: MCC7.NS.1Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.  

 

Tuesday

CCGPS: MCC7.NS.1Apply and extend previous understandings of addition and subtraction to add, subtract, multiply and divide rational numbers; .

ESSENTIAL QUESTION:

  • Why is computation with positive and negative numbers often necessary to determine relationship between quantities

 

 

 

ESSENTIAL QUESTION:

  • Why is computation with positive and negative numbers often necessary to determine relationship between quantities

 

 

 

CONTENT GOAL:   

Students should be able to add, subtract, multiply, divide rational numbers

 

 

LITERACY GOAL: 

Students should state the difference between adding, subtracting, multiplying, dividing rational numbers. Students should be able to verbalize integer rule

 

 

 

 

 

CONTENT GOAL:

Students should be able to add, subtract, multiply, divide rational numbers

 

LITERACY GOAL:

Students should state the difference between adding, subtracting, multiplying, dividing rational numbers. Students should be able to verbalize integer rules

 

 

 

 

REVIEW: Discuss real world situations regarding integers

 

 

OPENING: This is review of integer operations (i.e. multiplication, division, addition, and subtraction.

 

 

 REVIEW: Discuss real world situations regarding integers

 

 

OPENING: This is review of integer operations (i.e. multiplication, division, addition, and subtraction.(in the form of constructive response)

 

INSTRUCTION: The teacher will open up the lesson by discussing the integer rules.  Practice Adding/subtracting Integers

 

Students will complete the Friday quiz..

 

 

 

 

PROCESSING/APPLICATION: Blooms Taxonomy, students will use higher order thinking skills to learn and master adding and subtracting Integers by using real world applications

 

 

 

 

 

 

INSTRUCTION: The teacher will open up the lesson by discussing the integer rules. Practice Adding/subtracting Integers

 

Students will view power point demonstrating how to write answers to constructive response questions.

 

 

 

PROCESSING/APPLICATION: Blooms Taxonomy, students will use higher order thinking skills to learn and master adding and subtracting Integers by using real world applications

 

CLOSE / EVALUATION: Students will volunteer to present specific problems from the class assignment. The rest of the class can compare their solutions.

 

 

 

 

 

 

HOMEWORK:  Integer Worksheets

 

 

 

 

CLOSE / EVALUATION: : Students will complete a ticket out the door for a constructive response question.

 

 

 

 

 

HOMEWORK: Integer Worksheets/Constructive Response Questions

 

Thursday

CCGPS: MCC7.NS.1Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers.   

 

Friday

CCGPS: MCC7.NS.1Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers.  

 

ESSENTIAL QUESTION:

  • Why is computation with positive and negative numbers often necessary to determine relationship between quantities?

 

 

 

ESSENTIAL QUESTION:

  • Why is computation with positive and negative numbers often necessary to determine relationship between quantities?

 

 

 

 

 

CONTENT GOAL:

Students should be able to add, subtract, multiply, divide rational numbers

 

LITERACY GOAL:

Students should state the difference between adding, subtracting, multiplying, dividing rational numbers. Students should be able to verbalize integer rules

 

 

CONTENT GOAL:

Students should be able to add, subtract, multiply, divide rational numbers

 

 LITERACY GOAL:

Students should state the difference between adding, subtracting, multiplying, dividing rational numbers. Students should be able to verbalize integer rules.

 

 

 

REVIEW: Discuss real world situations regarding integer  additional, subtraction, multiplication and division of integers.

 

 

 

OPENING: Sponge

This is review of integer operations (i.e. multiplication, division, addition, and subtraction.

 

REVIEW: : Discuss real world situations regarding integer  additional, subtraction, multiplication and division of integers.

 

 

 

OPENING: Sponge  

This is review of absolute value operations (i.e.  addition, and subtraction.

 

INSTRUCTION The teacher will open up the lesson by continuing to discussing the Distributive Property

 

 

 

 

 

PROCESSING/APPLICATION : Blooms Taxonomy, Students will use higher order thinking skills to learn and master adding, subtracting, multiplying, and dividing integers by using real world applications.

 

 

 

 

 

 

 

 

 

 

 

INSTRUCTION: The teacher will open up the lesson by discussing the integer rules.  Practice Adding/subtracting  Integers

.

 

Possible Quiz-All integer operations including absolute value and the Distributive Property

 

 

PROCESSING/APPLICATION: : Blooms Taxonomy, students will use higher order thinking skills to learn and master adding and subtracting Integers by using real world applications

 

 

 

 

 

CLOSE / EVALUATION:  Check What You Learned, Group Share

 

 

 

HOMEWORK:  Distribution Worksheet

 

CLOSE / EVALUATION :  Check What You Learned thru quiz performance.

 

 

 

 

 

 

HOMEWORK:  None

 

    C.Benton             

Lesson Plans: November 26th

Grade: 6

Monday

 Nov 26

Tuesday

Nov 27

Wednesday

Nov 28

 

MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.

MCC6.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.

MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed

Essential Questions:   What strategies can I use to help me understand how to correctly use the order of operations?

 

 

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y

 

Essential Questions:   What strategies can I use to help me understand how to correctly use the order of operations?

  

     

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y.

 

 

Essential Questions:   What strategies can I use to help me understand how to correctly use the order of operations?

 

OPENING MEETING:

 Sponge: Convert Measurement problems

 OPENING MEETING:

 

Sponge: Convert Measurement problems

Think Pair Share with additional problems

OPENING MEETING:

Sponge: Problems 0rder of operation

WORK PERIOD:

 Formative Assessment:

UNIT 3 Pre TEST

 

 

 

 

HW:Order of Operation handout  

 

concepts

 

HW:  Evaluating Expressions handout

 

 

  • stations 1. Order of Operations 2. Evaluating Expressions

 

 

 

 

HW: Daily Cumulative Review 6-10

CLOSING MEETING:

Show what you know.

CLOSING MEETING: 

 

CLOSING MEETING:

Independent Practice of Concept

Thursday

Nov 29

Friday

 Nov 30

Additional Information:

 

 

 

       Field trip

 

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y.

 

 

 

Essential Questions:   What strategies can I use to help me understand how to correctly use the order of operations?

 

  • REMEDIATION: The warm-ups for this week are aimed at daily practice on standard MCC6.NS1-MCC6.NS4. These questions will be based on the benchmark data and items missed from the standard.

 

 

 

 

 

INFORMATIVE ASSESSMENT: Ticket Out the door

 

 

 

 

OPENING MEETING:

 

 

OPENING MEETING: 

Sponge: Problems to address the remediation of MCC6.NS1-4

WORK PERIOD:

 

 

 

 

 

WORK PERIOD:

Weekly Quiz

 

HW: Handout

 

FORMATIVE ASSESSMENT: Unit 3 Standards quiz

 

 

 

CLOSING MEETING:

.

CLOSING MEETING:  Ticket Out the Door

             

1

 

    C.Benton             

Lesson Plans: November 12th

Grade: 6

Monday

 Nov 12

Tuesday

Nov 13

Wednesday

Nov 14

 

MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.

MCC6.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.

MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.

Essential Questions:   What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?

 

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y

 

 

 Essential Questions:   What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?

     

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y.

 

 

Essential Questions:   What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?

 

OPENING MEETING:

 Sponge: Convert Measurement problems

 OPENING MEETING:

 

Sponge: Convert Measurement problems

OPENING MEETING:

Sponge: Problems to address the remediation of MCC6.NS1-4

WORK PERIOD:

 Formative Assessment:

UNIT 3 Pre TEST

 

 

 

 

HW:  Measurement Conversion handout  

 

WORK PERIOD:

 

 

Students will complete vocabulary on the following words using the Coach Book:

Algebraic expression, decimal, dividend, divisor, equation, exponent, expression,

Inverse operations, number line, ordered pair, percent, quotient.

 

DIFFERENTIATED INSTRUCTION:

Visual Learners: Visual Explanation of notes

Auditory Learners: Verbal explanation of notes

Kinesthetic: Group activity involves the unit concepts

 

HW:  Conversion handout

 

 WORK PERIOD:

 -

 

  • REMEDIATION: The warm-ups for this week are aimed at daily practice on standard MCC6.NS1-MCC6.NS4. These questions will be based on the benchmark data and items missed from the standard.

 

Differentiate Instruction: Visual learners will see problems solved and explained via peers.  The student presenter will provide verbal explanations during their presentations.  Kinesthetic learners will be allowed to create visuals to manipulate to find the answer.

 

 

 

 

HW: Converting mass

CLOSING MEETING:

Show what you know.

CLOSING MEETING: 

 

CLOSING MEETING:

Independent Practice of Concept

Thursday

Nov 15

Friday

 Nov 16

Additional Information:

 

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y.

 

Essential Questions:   What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?

 

 

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y.

 

 

 

Essential Questions:   What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?

 

  • REMEDIATION: The warm-ups for this week are aimed at daily practice on standard MCC6.NS1-MCC6.NS4. These questions will be based on the benchmark data and items missed from the standard.

 

 

 

 

 

INFORMATIVE ASSESSMENT: Ticket Out the door

 

 

 

 

OPENING MEETING:

Sponge: Problems to address the remediation of MCC6.NS1-4

 

 

OPENING MEETING: 

Sponge: Problems to address the remediation of MCC6.NS1-4

WORK PERIOD:

Direct Instruction: Teacher will provide direct instruction on Writing, Reading, and Evaluating Expression with Expression2012.PPT

 

 

  • HW: Proportion practice REMEDIATION: The warm-ups for this week are aimed at daily practice on standard MCC6.NS1-MCC6.NS4. These questions will be based on the benchmark data and items missed from the standard.

 

 

 

WORK PERIOD:

Weekly Quiz

 

HW: Handout

 

FORMATIVE ASSESSMENT: Unit 3 Standards quiz

 

 

 

CLOSING MEETING:

Show what you know.

CLOSING MEETING:  Ticket Out the Door

             

1

 

    C.Benton             

Lesson Plans: November 12th

Grade: 6

Monday

 Nov 12

Tuesday

Nov 13

Wednesday

Nov 14

 

MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.

MCC6.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.

MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.

Essential Questions:   What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?

 

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y

 

 

 Essential Questions:   What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?

     

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y.

 

 

Essential Questions:   What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?

 

OPENING MEETING:

 Sponge: Convert Measurement problems

 OPENING MEETING:

 

Sponge: Convert Measurement problems

OPENING MEETING:

Sponge: Problems to address the remediation of MCC6.NS1-4

WORK PERIOD:

 Formative Assessment:

UNIT 3 Pre TEST

 

 

 

 

HW:  Measurement Conversion handout  

 

WORK PERIOD:

 

 

Students will complete vocabulary on the following words using the Coach Book:

Algebraic expression, decimal, dividend, divisor, equation, exponent, expression,

Inverse operations, number line, ordered pair, percent, quotient.

 

DIFFERENTIATED INSTRUCTION:

Visual Learners: Visual Explanation of notes

Auditory Learners: Verbal explanation of notes

Kinesthetic: Group activity involves the unit concepts

 

HW:  Conversion handout

 

 WORK PERIOD:

 -

 

  • REMEDIATION: The warm-ups for this week are aimed at daily practice on standard MCC6.NS1-MCC6.NS4. These questions will be based on the benchmark data and items missed from the standard.

 

Differentiate Instruction: Visual learners will see problems solved and explained via peers.  The student presenter will provide verbal explanations during their presentations.  Kinesthetic learners will be allowed to create visuals to manipulate to find the answer.

 

 

 

 

HW: Converting mass

CLOSING MEETING:

Show what you know.

CLOSING MEETING: 

 

CLOSING MEETING:

Independent Practice of Concept

Thursday

Nov 15

Friday

 Nov 16

Additional Information:

 

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y.

 

Essential Questions:   What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?

 

 

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y.

 

 

 

Essential Questions:   What strategies can I use to help me understand and represent real situations using algebraic expressions and equations?

 

  • REMEDIATION: The warm-ups for this week are aimed at daily practice on standard MCC6.NS1-MCC6.NS4. These questions will be based on the benchmark data and items missed from the standard.

 

 

 

 

 

INFORMATIVE ASSESSMENT: Ticket Out the door

 

 

 

 

OPENING MEETING:

Sponge: Problems to address the remediation of MCC6.NS1-4

 

 

OPENING MEETING: 

Sponge: Problems to address the remediation of MCC6.NS1-4

WORK PERIOD:

Direct Instruction: Teacher will provide direct instruction on Writing, Reading, and Evaluating Expression with Expression2012.PPT

 

 

  • HW: Proportion practice REMEDIATION: The warm-ups for this week are aimed at daily practice on standard MCC6.NS1-MCC6.NS4. These questions will be based on the benchmark data and items missed from the standard.

 

 

 

WORK PERIOD:

Weekly Quiz

 

HW: Handout

 

FORMATIVE ASSESSMENT: Unit 3 Standards quiz

 

 

 

CLOSING MEETING:

Show what you know.

CLOSING MEETING:  Ticket Out the Door

             

1

 

                

Lesson Plans: November 5th

Grade: 7

Monday

 Nov 5

Tuesday

Nov 6

Wednesday

Nov 7

 

MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.

MCC6.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.

MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.

Essential Question:  How can are percentages values used in everyday life

 

 

 

 

                  

 

 

                   ELECTION DAY

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y.

 

Essential Question: What strategies can I use to help understand and represent real situations using algebraic expressions and equations?

 

OPENING MEETING:

 Sponge: Convert Measurement problems

 OPENING MEETING:

 

 

OPENING MEETING:

Sponge: Problems to address the remediation of MCC6.NS1-4

WORK PERIOD:

 Formative Assessment:

UNIT 2 TEST

 

 

 

 

HW:  Measurement Conversion handout  

 

WORK PERIOD:

 

 

 

 

 

 

 WORK PERIOD:

 -Pre- Test for Unit 3

 

 

 

 

 

HW:  Handout

CLOSING MEETING:

Show what you know.

CLOSING MEETING: 

 

CLOSING MEETING:

Independent Practice of Concept

Thursday

Nov 8

Friday

 Nov 9

Additional Information:

 

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y.

 

Essential Question: What strategies can I use to help understand and represent real situations using algebraic expressions and equations?

 

 

MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers

 

MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5” as 5-y.

 

Essential Question: What strategies can I use to help understand and represent real situations using algebraic expressions and equations?

 

 

REMEDIATION: The warm-ups for this week are aimed at daily practice on standard MCC6.NS1-MCC6.NS4. These questions will be based on the benchmark data and items missed from the standard.

 

 

FORMATIVE ASSESSMENT: Unit 2 Test

 

 

INFORMATIVE ASSESSMENT: Ticket Out the door(Thursday)

 

 

DIFFERENTIATED INSTRUCTION:

Visual Learners: Visual Explanation of notes

Auditory Learners: Verbal explanation of notes

Kinesthetic: Group activity involves the unit concepts(Friday)

 

 

 

 

OPENING MEETING:

Sponge: Problems to address the remediation of MCC6.NS1-4

 

 

OPENING MEETING: 

Sponge: Problems to address the remediation of MCC6.NS1-4

WORK PERIOD:

Unit 3 vocabulary review which will be done with the power point.

 

HW: Handout

WORK PERIOD:

Unit 3 power point on Expressions(Differentiated Instruction)

 

HW: Handout

CLOSING MEETING:

Ticket out the door(informative assessment)

CLOSING MEETING:  Additional concept practice

             

1

 

 Teacher: Benton

Lesson Plans - Dates: October 29-November 2

Grade/ 6th grade

Monday

CCGPS:   MCC66RP1,  MCC66RP2,   MCC66RP3,   MCC66RP3.B

Tuesday

CCGPS:  MCC66RP1,  MCC66RP2,   MCC66RP3,   MCC66RP3.B

Wednesday

CCGPS:  MCC66RP1,  MCC66RP2,   MCC66RP3,   MCC66RP3.B

PRIMARY LEARNING OUTCOMES:

What information do I get when I compare two numbers using a ratio?

PRIMARY LEARNING OUTCOMES:  

What information do I get when I compare two numbers using a ratio?

PRIMARY LEARNING OUTCOMES:   

What information do I get when I compare two numbers using a ratio?

OPENING:  

BIG 20: Rate/Ratio

Warm Up:

Learnzillion Percent video

OPENING: 

 BIG 20: Rate/Ratio

Warm Up:

The Big Sale: Finding percent of a #

Opening: 

BIG 20: Rate/Ratio

Warm Up:

Learnzillion Percent video

GUIDED LESSON:

  • Using percent PPT with guided notes
  • Steps to solving percent foldable
  • Lesson 7-9 Reteach and Practice A

 

Homework:

- Magic Math: Equivalent Fractions/Decimals/Percent

GUIDED LESSON: 

  • Finish Percent PPT with Notes
  • Lesson 7-9 Problem Solving

 

 

Homework:

  • Able Surveyor: Equivalent Fractions/Decimals/Percent

GUIDED LESSON: 

  • Family Outing: Students explore percentages in a shopping mall scenario and at a restaurant.

 

Homework:

  • A Leader for Liberty: Finding percent

CLOSE / EVALUATION:

Complete Equivalent Fractions/Decimals/Percent Table

CLOSE / EVALUATION:

Going shopping: finding percent off of sale items

CLOSE / EVALUATION:

Hey Waiter!: Finding tips based on percentage and bill

Thursday

CCGPS:   MCC66RP1,  MCC66RP2,   MCC66RP3,   MCC66RP3.B

Friday

CCGPS:   MCC66RP1,    MCC66RP2,   MCC66RP3,   MCC66RP3.B

Additional Information:

 

PRIMARY LEARNING OUTCOMES:  

What information do I get when I compare two numbers using a ratio?

PRIMARY LEARNING OUTCOMES:  

 What information do I get when I compare two numbers using a ratio?

 

  • Assessment Uses: Unit 2 common assessment grades will be used to determine stations for Target Thursday.
  • Differentiated Instruction: “Bubble Students” will work with Freeland on skills missed on assessment.  Proficient students will use laptops to create presentation over material.  Classroom teacher will work with the students not meeting the standard.

 

 

 

OPENING:

 BIG 20: Rate/Ratio

Warm Up:

Student Misconceptions

OPENING:  

BIG 20: Rate/Ratio

Warm Up:

Student Misconceptions

GUIDED LESSON:

Unit 2 Assessment Study Guide

 

Homework:

Study for Unit 2 Common Assessment

GUIDED LESSON: 

  • Unit 2 Assessment

 

 

Homework: NONE

CLOSE / EVALUATION:

Graffiti Wall: What do I need to know before the test

CLOSE / EVALUATION:

Graffiti Wall: What do I know about expressions? (intro to unit 3)

 

 

MCC6.RP.2 Understand the concept of a unit rate 􀢇/􀢈 associated with a ratio 􀢇: 􀢈 with 􀢈 􀵍 􀫙 (b not equal to zero), and use rate language in the context of a ratio relationship.

 

Essential Question:  How can I used what I learned to apply to real-world situation?

 

MCC6.RP.2 Understand the concept of a unit rate 􀢇/􀢈 associated with a ratio 􀢇: 􀢈 with 􀢈 􀵍 􀫙 (b not equal to zero), and use rate language in the context of a ratio relationship

Essential Question:  How can I used what I learned to apply to real-world situation?

 

 Standards: M6N1 d Add and subtract fractions and mixed numbers with unlike denominators

SW Add and subtract fractions and mixed numbers with unlike denominator

 

Essential Question:  How can I used what I learned to apply to real-world situation?

 

OPENING MEETING:

Warm –Up 4 different problems solved by division

OPENING MEETING:  Two word problems on GCF and LCM

OPENING MEETING:

 

WORK PERIOD:

-Station Activity:

1:  Division of  fraction

2: Model of Division of fraction

3:Division of whole numbers

4:  Divide Decimals

 

 

 

 

HW:   Division Practice

WORK PERIOD:

Station Activity:

1:  Level One LCM

2:  Level One GCF

3: GCF Word problem

4:  LCM Word problem

5:

 

 

HW:  Finish Reteach 5-2

 

 

***website resource: www.aaamath.com for notes on adding fraction with unlike denominators

WORK PERIOD:

-Student Choice Activities

CLOSING MEETING:

Group Presentation

CLOSING MEETING: 

Group Presentation

CLOSING MEETING:

Group Presentation

Friday

Oct 12th

 

 

Additional Information:

Standards: M6N1 d Add and subtract fractions and mixed numbers with unlike denominators.

SW Add and subtract fractions and mixed numbers with unlike denominator

 

Essential Question:  How can I used what I learned to apply to real-world situation?

 

 

 

 

Essential Question:  How can I used what I learned to apply to real-world situation?

 

 

Monday:  Subtracting mixed number is the topic.

OPENING MEETING:

Conversion Chart Review

 

 

WORK PERIOD:

-Proportion Converting Units

Proportion

CLOSING MEETING:

Discuss similarites  and differences of adding fractions and mixed numbers

 

Teachers: Benton

Lesson Plans: October 1-5, 2012                            

Grade: 6

Monday

Oct 1

Tuesday

Oct 2

Wednesday

Oct 3

Standards: MCC6.RP.3c & MCC6.RP.3d

MCC6.RP3c Find a percent or quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times quantity); finding the whole given a part and the present.

MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities.

Essential Question(s): What am I comparing? How are ratios used in everyday life?

Sponge (1-3 Minutes): 1st Period

Announcements/Advisement

 

Unit 1 Preview:  All Blocks

 

Review Information  From  Last  Week As Necessary

Standards: MCC6.RP.3c & MCC6.RP.3d

MCC6.RP3c Find a percent or quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times quantity); finding the whole given a part and the present.

MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities.

Essential Question(s): What am I comparing?  How are ratios used in everyday life?

Sponge (1-3 Minutes): 1st Period

Announcements/Advisement

 

Unit 1 Overview:  All Blocks

 

Review Information  From  Last  Week As Necessary

Standards: MCC6.RP.3c & MCC6.RP.3d

MCC6.RP3c Find a percent or quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times quantity); finding the whole given a part and the present.

MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities.

Essential Question(s): What am I comparing? How are ratios used in everyday life?

Sponge (1-3 Minutes): 1st Period

Announcements/Advisement

 

Unit 1 Overview:  All Blocks

OPENING MEETING (10-15 minutes):

·Unit 1 Concepts

  • Cross Multiplication

OPENING MEETING (10-15 minutes):

·Unit 1 Concept Review

  • Brainpop  (Ratios)

OPENING MEETING (10-15 minutes):

·Unit 1 Concept Review

  • Brainpop, Promethean Planet  or other video; May also use Edmodo  (Proportions)

 

WORK PERIOD (45-60 minutes):

  • Vocabulary Proportions
  • Steps to Set-up a Proportion
  • Review in-class work, i.e., Practice 6.4 or Practice 6.3 (May use Pairs, Groups of 3 to 4, etc.)

 

HW:   Multiplying Ratios

WORK PERIOD (45-60 minutes):

  • Brainpop Activities
  • Interactive Ratio Game or Simplifying Ratios

 

HW: Ratio Practice

 

***website resource: www.aaamath.com for notes ratios and for application www.aaa.math.com

 

WORK PERIOD (45-60 minutes):

  • Brainpop Activities
  • Proportions
  • Ratios, Simplifying, Proportions,
  • Vocabulary Crossword
  • Student Buddy

 

HW:   Independent Practice/Proportions Practice/Groups/Pairs

CLOSING MEETING (10 minutes):

Review ratios

CLOSING MEETING (10minutes): 

Reflect on any misunderstanding or difficulties with ratios and practice with www.aaamath.com

CLOSING MEETING (10 minutes):

Show what you learned

www.mathtv.com

Thursday

Oct 4

Friday

Oct 5

Additional Information:

Standards: MCC6.RP.3c & MCC6.RP.3d

MCC6.RP3c Find a percent or quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times quantity); finding the whole given a part and the present.

MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities.

Essential Question(s): What am  I comparing? How are ratios used in everyday life?

Sponge (1-3 Minutes): 1st Period

Announcements/Advisement

 

Unit 1 Review:  All Blocks

Standards: MCC6.RP.3c & MCC6.RP.3d

MCC6.RP3c Find a percent or quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times quantity); finding the whole given a part and the present.

MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities.

Essential Question(s): What am I comparing? How are ratios used in everyday life?

Sponge (1-3 Minutes): 1st Period

Announcements/Advisement

 

Unit 1 Review:  All Blocks

 

OPENING MEETING:

 

WORK PERIOD:

 

HW:  

CLOSING MEETING:

 

OPENING MEETING (10-15 minutes):

·Unit 1 Concept Review

·Word problem with proportions

  • Intro to Rate Problems

 

OPENING MEETING (10-15 minutes):

·Unit 1 Concept Review

 

WORK PERIOD (45-60 minutes):

  • Rate, Ratio and Proportion Stations

 

Hw: Ratio & Proportions/Independent choose work

***website resource: www.aaamath.com

WORK PERIOD (45-60 minutes):

  • Rate, Ratio & Proportion Quiz

 

Hw: Rate, Ratio &/or  Proportions.

 

CLOSING MEETING (10 minutes):

Reflect on any misunderstanding or difficulties with ratios and proportions www.aaamath.com

CLOSING MEETING (10 minutes):

Review and revise all errors on ratios and proportions www.aaamath.com

Teacher:  Benton

Lesson Plans: September 24-28, 2012                            

Monday

Sep 24

Tuesday

Sep 25

Standards: MCC6.RP1 & MCC6.RP2

MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.

 

Standards: MCC6.RP1 & MCC6.RP2

MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.

 

OPENING MEETING:

·Unit 1 Concept Review

 

OPENING MEETING:

·Unit 1 Concept Review

  • Brainpop  (Ratios)

WORK PERIOD:

  • Vocabulary-Math Dictionary For Kids
  • KWCL-K=What you know; W=What you want to know, C=What are the conditions/calculate and L=What you want to learn
  • Review in-class work

 

 

HW:   Overview Ratios

WORK PERIOD:

  • Brainpop Activities
  • Interactive Ratio Game

 

 

 

 

HW: Ratio Practice

 

 

***website resource: www.aaamath.com for notes ratios

CLOSING MEETING:

Review ratios

CLOSING MEETING: 

Reflect on any misunderstanding or difficulties with ratios and practice with www.aaamath.com

Thursday

Sept 27

Friday

Sept 28

Standards: MCC6.RP1, MCC6.RP2 &MCC6.RP.3b

MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.

MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.

 

Standards: MCC6.RP1, MCC6.RP2 &MCC6.RP.3b

MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.

MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.

 

OPENING MEETING:

·Unit 1 Concept Review

 

OPENING MEETING:

·Unit 1 Concept Review

 

WORK PERIOD:

  • Ratio and Proportion Stations

 

Hw: Ratio & Proportions.

***website resource: www.aaamath.com

WORK PERIOD:

  • Ratio & Proportion Quiz

 

Hw: Ratio & Proportion.

 

CLOSING MEETING:

Reflect on any misunderstanding or difficulties with ratios and proportions www.aaamath.com

CLOSING MEETING:

Review and revise all errors on ratios and proportions www.aaamath.com

 

 Teacher: Benton

Lesson Plans - Dates: August 27-31

Grade/ 6th grade

Monday

GP STANDARD:    M6N1 a, b, c, e  MCC6.NS3,   MCC6.NS.4

Tuesday

GP STANDARD:    M6N1 f   

MCC6.NS.3  MCC6.NS.4

Wednesday

GP STANDARD:   M6N1 f

MCC6.NS.3    MCC6.NS.4

PRIMARY LEARNING OUTCOMES:

-How can a Venn Diagram help me find the LCM and GCF of two numbers?

-How do operations affect the outcome of numbers?

PRIMARY LEARNING OUTCOMES:  

How can a Venn Diagram help me find the LCM and GCF of two numbers?

-How do operations affect the outcome of numbers?

PRIMARY LEARNING OUTCOMES:   

-How can a Venn Diagram help me find the LCM and GCF of two numbers?

-How can I use LCM and GCF in my everyday life?

OPENING:  

Warm-Up:  Whole number digits by tenths place decimals.

 

Venn-Diagram Activity with factor vs. multiple

OPENING: 

- Warm-Up:  Multiply tenth place by tenths place decimals

Opening: 

 Warm-Up:  Multiply tenth place by tenths place decimals.

-divisor without decimal into decimal

 

Venn Diagram for GCF and LCM of 12 and 6

GUIDED LESSON:

-Discuss Opening

- Think Pair Share Primetime 2.3  A and C

 

In-class: 

ASSIGN:

Homework:  Pre-Algebra book Skill 9 1-24 even

 

Springboard:  Debriefing

GUIDED LESSON: 

-Discuss Opening

- Independent Classwork Primetime 2.3  B and D

 

 

 

Homework: Reteach 11-2

GUIDED LESSON: 

--Direct Instruction with the L-Method and GCF and LCM, two to three examples.

 

-In class assignment:

 

 

 

Homework: Additional Practice

CLOSE / EVALUATION: Show what you learned

CLOSE / EVALUATION:

Show what you learned

 

CLOSE / EVALUATION:

Which method do you prefer and Why?

Thursday

GPS: M6N1 a, b, c 

MCC6.NS.3  MCC6.NS.4

 

Friday

GPS: M6N1 a, b, c

  MCC6.NS.3  MCC6.NS.4

Additional Information:

PRIMARY LEARNING OUTCOMES:  

-How can I use GCF and LCM in my daily life?

-What different methods can I use to find the LCM and GCF of two numbers?

PRIMARY LEARNING OUTCOMES:  

-How can I show what I learned this week?

-How can finding the LCM and GCF be helpful to my parents?

MON:

 

 

 

TUES:

 

 

 

WED:

 

 

 

THURS:

 

 

 

FRI:

OPENING:

Warm-up:  divisor with decimal into whole number.

 

-Opening:  Show a few addition problems, and ask students to solve.  Then, find the GCF of both numbers.

 

  

OPENING:  

Warm-up:  divisor with decimal into whole number

 

 

GUIDED LESSON:

--Thinks, Pair, Share additional distributive  properties

 

GUIDED LESSON: 

-Go over homework

-Quiz over LCM and GCF using all methods

CLOSE / EVALUATION:

Debrief with each group sharing a problem.

CLOSE / EVALUATION:

Complete journal explaining everything learned throughout the week.

 

 

Teacher: Benton

Lesson Plans - Dates:

Grade/6thth  GRADE

Monday

GPS STANDARD:    M6N1 a, b,   

COMMON CORE: MCC6.NS.4

Tuesday

GPS STANDARD:    M6N1 a, b,  

COMMON CORE: MCC6.NS.4 

Wednesday

GPS STANDARD:    M6N1 a, b,  

COMMON CORE: MCC6.NS.4

Essential Questions:  How do we use factors and multiples in everyday life?

Essential Questions:  How do we use factors and multiples in everyday life?

Essential Questions:  How do we use factors and multiples in everyday life?

OPENING:  

Warm-Up:  Add/Subtract Decimals

 

KWL: Vocabulary Words

OPENING:

Warm-Up:  Add/Subtract Decimals

 

-I’ll Take You Take (Teacher vs. Student)

 

OPENING: 

Warm-Up:  Add/Subtract Decimals

 

 

-Product Game 

Work Session:

-Common Assessment

-Define  Vocabulary Words with frayer model:  Factor, Divisor, Composite/Prime number, multiple, GCF, LCM, prime factorization, and venn diagram.

 

 

GUIDED LESSON: 

-Discuss Opening

- I’ll Take You Take (Student vs. Student)

 

 

HW: Practice  Add/Subtract Decimals

 

 

GUIDED LESSON: 

-Student Independent Work on Factor game questions

 

HW: Practice  Add/Subtract Decimals

 

CLOSE / EVALUATION:

Row presentation of assigned vocabulary word.

CLOSE / EVALUATION:

Informal Assessment:  Do you think the game helped you to understand the term, “factors”?

CLOSE / EVALUATION:

 

Thursday

GPS STANDARD:    M6N1 a, b,  

COMMON CORE: MCC6.NS.4

Friday

GPS STANDARD:    M6N1 a, b,  

COMMON CORE: MCC6.NS.4

Additional Information:

Essential Questions:  How do we use factors and multiples in everyday life?

Essential Questions:  How do we use factors and multiples in everyday life?

Next week prime factorization, Primetime GCF and LCM

 

MON:

 

 

 

TUES:

 

 

 

WED:

 

 

 

THURS:

 

 

 

FRI:

OPENING:   

Warm-Up:  Add/Subtract Decimals

 

Formative Assessment:  I’ll take you take assessment

 

OPENING:

-View brainpop

http://www.brainpop.com/math/numbersandoperations/decimals/activity/  

Quiz on Add/Subtract Decimals

 

GUIDED LESSON:

-Review the opening

Product Game (Teacher vs.  Student)

 

Think and pair Primetime 1.3, pg. 13

 

HW: Practice  Add/Subtract Decimals

 

 

 

GUIDED LESSON:

-Review over Brainpop Quiz

-Quiz on Add/Subtract Decimals

-Review quiz on Add/Subtract Decimals

 

CLOSE / EVALUATION:

 

Share primetime 1.3

 

CLOSE / EVALUATION:

 

-Review answers to quiz on Add/Subtract Decimals

 

 

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