TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |5th Six Weeks |PLAN CODE: | |

|Teacher: |Tipton |Course/subject: |Mathematics |

|Grade(s): |6 |Time allotted for instruction: |1 – 1 ½ hours |

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|Title: |How Did You Solve That Problem? |

|Lesson TOPIC: |Mathematical Procedures/Problem Solving Strategies |

|TAKS Objective: |Objective 6: The student will demonstrate an understanding of mathematical processes and tools |

| |used in problem solving. |

|FoCUS TEKS and Student Expectation: |(11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to |

| |solve problems connected to everyday experiences, investigations in other disciplines, and |

| |activities in and outside of school. The student is expected to: |

| |(C) select or develop an appropriate problem-solving strategy from a variety of different types, |

| |including drawing a picture, looking for a pattern, systematic guessing and checking, acting it |

| |out, making a table, working a simpler problem, or working backwards to solve a problem |

|Supporting TEKS and Student Expectations: |(11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to |

| |solve problems connected to everyday experiences, investigations in other disciplines, and |

| |activities in and outside of school. The student is expected to: |

| |(A) identify and apply mathematics to everyday experiences, to activities in and outside of |

| |school, with other disciplines, and with other mathematical topics |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| |A procedure (or process) is a particular course of action intended to achieve a result |

|Procedure | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

Place the scenario below on the board or overhead:

Danny had the following grades on his last five math exams: 25%, 19%, 22%, 27%, and 30%. According to his calculations, he has a math test average of 99%. Here is how Danny calculated his average:

25 + 19 + 22 + 27 + 30/5 = 99%

Ask the class the following questions:

• Is his average correct?

• What did Danny do wrong?

• What is Danny’s correct average?

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Discuss the following with your class: In order for students to be successful in math, they need to know how to calculate correct answers. The procedure you use to solve problems is very important. If you do not use the correct procedure, you will not get correct answers. An important reason for learning proper math procedures is to become better problem solvers in all aspects of life. Many problems have multiple steps and require some type of systematic approach. Things you need to consider when solving problems:

• What type of information is being asked for?

• Determine all the information that is being given to you in the question

• Devise your plan

Remember: Read the problem carefully, decide on a method to solve the problem, solve the problem. Then, check your work and make sure that your answer makes sense.

Place the following word problem on the board and ask the class to tell you the procedure required for finding the solution:

Jane has two candy bars. Joe has five candy bars. If they each eat one candy bar, how many total candy bars do they have left?

As the class tells you the procedure for solving the problem, write it in words on the board. Go through the procedure for solving with the class: First calculate how many candy bars they have together. (7) If they each eat one candy bar, then they ate two candy bars. We calculate how many candy bars are left by subtracting two from seven. They have five candy bars left.

If the class has no questions, proceed to the guided activity.

C. Guided activity or strategy

Ask each student to get out a piece of paper. Place the following problem on the board or overhead:

Luke has to go 12 miles to his grandfather’s house. The first bus he rides goes 3 miles. The second bus he rides goes 4 miles. How many miles does Luke have left to go?

Ask each student to solve the problem and list the procedure they used. Monitor as students are working. After time for computation has been given, go over the proper procedure for solving the problem with the class. Emphasize once again the importance of using the correct mathematical procedure to solve a problem. If the class has no further questions, they may be given their individual assignments.

D. Accommodations/modifications

Students requiring modifications may be paired with a peer to work on the guided activity.

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

Students will complete the What’s the Procedure? Worksheet individually.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Individual student grades may be taken on the What’s the Procedure? Worksheet.

B. Rubrics/grading criteria

Grades may be taken based on the What’s the Procedure? Answer Key and Grading Rubric.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion question

• Why is it important to know the proper mathematical procedure when solving a problem?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the class in a discussion of how procedural problems may look in test format by placing the TAKS questions below on the board/overhead.

B. Sample TAKS questions

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V. Key Vocabulary

Procedure

VI. Resources

A. Textbook

Math Advantage ~ Middle School I

Chapter 2: Using Whole Numbers (have students record the procedure they used to solve the problems)

• Using Guess and Check to Add and Subtract, pp. 38-39

Student Handbook

• Lesson 2.2, pp. H44 (have students record the procedure they used to solve the problems)

B. Supplementary materials

• What’s the Procedure? Worksheet

• What’s the Procedure? Answer Key and Grading Rubric

C. Technology

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

Additional word problems could be assigned if students are having difficulty with mathematical procedures.

VIII. Teacher Notes

You may want to go over the following for review:

Clue Words for Addition:

sum

total

in all

Clue Words for Subtraction:

difference

how much more

exceed

Clue Words for Multiplication

product

total

times

Clue Words for Division

quotient

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