Six-day Thematic Unit for a unit in fifth grade math



Six-day Thematic Unit for a unit in fifth grade math

Lesson Plan #1

THEME: Positive and Negative Numbers (Math)

SUBJECT: Introduction to Negative Numbers

OBJECTIVES: 6.1.1.K2a-c Number Sense – The student demonstrates number sense for rational numbers and simple algebraic expressions in one variable in a variety of situations. At this grade level, rational numbers include positive and negative numbers, large numbers (one million), and small numbers (one-thousandth).

GRADE LEVEL: 5th grade (introduced in fifth grade, state tested in sixth grade)

TIME PERIOD: 45 minutes

KAGAN STRUCTURE: Mix-Pair-Share – Share what background knowledge you have with positive and negative numbers. (Communication skills structure – students sharing knowledge with partners)

KEY VOCABULARY: Positive number, negative number

MATERIALS: Number Line (with positive and negative numbers), Exit slips

MOTIVATION: To begin to prepare students for sixth grade math assessment. Encourage kids to push to higher-level math. (This unit will be taught after students have taken the fifth grade state math assessment.)

PRACTICE/APPLICATION: (procedures for the day)

1. Student will do Mix-Pair-Share for several minutes to tell what they already know about positive and negative numbers. Students will switch partners several times when the teacher tells them to mix and find a new partner. (Communication)

2. Lesson will include discussion over positive and negative numbers. Students will use a number line to look at the differences between positive and negative numbers and were they are in relation to the number zero. (Team discussion)

3. Discussion about the differences between negatives and subtraction. Teacher will clarify the differences and make sure students are using correct terminology when talking about the numbers. (Direct instruction)

4. Students will create a team Venn diagram comparing and contrasting positive and negative numbers. (Team activity – language arts – Venn diagram)

5. Teacher discussed extension activity – talking to parents about positive and negative numbers. (Review / assessment)

6. Students complete exit slip before leaving class. (Enrichment)

REVIEW/ASSESSMENT: Students will write down three things they have learned (or already knew) about positive and negative numbers on an exit slip. (Writing)

EXTENSION: Students will talk to their parents in the evening (for homework) about times that their parents have used positive and negative numbers. Student will bring their lists back to class the next day to share with the classmates. (Writing)

Lesson Plan #2

THEME: Positive and Negative Numbers (Math)

SUBJECT: Comparing Positive and Negative Numbers

OBJECTIVES: 6.1.1.K2a-c Number Sense – The student demonstrates number sense for rational numbers and simple algebraic expressions in one variable in a variety of situations. At this grade level, rational numbers include positive and negative numbers, large numbers (one million), and small numbers (one-thousandth).

GRADE LEVEL: 5th grade (introduced in fifth grade, state tested in sixth grade)

TIME PERIOD: 45 minutes

KAGAN STRUCTURE: Find Someone Who – Some students have a red card and will have to find someone else who has a blue card has a number that is…”a number higher than your card” or “a lower number than your card”. Students then switch colored cards. (Class building structure)

KEY VOCABULARY: Comparison, greater than, less than, equal to

MATERIALS: Worksheet page 230 (Everyday Math Journal – fifth edition), red and blue number cards for Find Someone Who, homemade worksheet of greater than, less than, and equal to numbers

MOTIVATION: Students will do a class building activity to practice comparing different numbers. Students will be out of their seats working with their classmates.

PRACTICE/APPLICATION:

1. Students will do a two-minute interview with their partner to find out their responses from their parents. Students will then share their partner’s answer with the class. (Communication skills)

2. Lesson will include information about comparing numbers. (The larger the number is when it has a negative sign, the lower or smaller the number actually is – opposite of positive numbers). (Direct instruction)

3. Team activity completing worksheet page 230. Students will complete the page together using Kagan structure All Write Consensus. (Writing and team building)

4. Class will go over answers to the page by the teams writing their consensus answer on a white board and comparing with the class. (Class activity)

5. Find Someone Who – Some students have a red card and will have to find someone else who has a blue card has a number that is…”a number higher than your card” or “a lower number than your card”. Students then switch colored cards. (Class building structure)

6. Students will complete review/assessment page (Writing)

REVIEW/ASSESSMENT: Students will complete a worksheet showing greater than, less than, or equal to of positive and negative numbers. (Writing)

EXTENSION: Students discuss times when they might use positive and negative numbers. They begin making predictions about how we will use the numbers throughout the remainder of the unit. (Prediction skills – Language arts)

Lesson Plan #3

THEME: Positive and Negative Numbers (Math)

SUBJECT: Positive and Negative numbers in Temperature (Science)

OBJECTIVES: 6.1.1.K2a-c Number Sense – The student demonstrates number sense for rational numbers and simple algebraic expressions in one variable in a variety of situations. At this grade level, rational numbers include positive and negative numbers, large numbers (one million), and small numbers (one-thousandth).

Social Studies – Geography - The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world. Benchmark 1: Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

GRADE LEVEL: 5th grade (introduced in fifth grade, state tested in sixth grade)

TIME PERIOD: 45 minutes

KAGAN STRUCTURE: Inside-Outside Circle – Teacher asks questions about what the students know about temperature - above or below zero – positive / negative numbers to share with the partners in the circle.

KEY VOCABULARY: Fahrenheit, Celsius, temperature, intervals

MATERIALS: Thermometer, weather map, number line (with positive and negative numbers).

MOTIVATION: To compare the differences in temperatures for different parts of the country. Students in teams will use information to pick a place they would visit (based on temperature alone).

PRACTICE/APPLICATION: (procedures for the day)

7. Student will do Inside-Outside Circle – Teacher asks questions about what the students know about temperature - above or below zero – positive / negative numbers to share with the partners in the circle. Students will rotate through several partners, answering questions from teacher with their partner. (Structure)

8. Students will look at a thermometer and discuss what their team sees. They will then create a team question that they will ask the rest of the group about the thermometer. (Team building – team question)

9. Teams will then stand and ask their question and the other teams will do a Round Robin at their table to discuss and answer the question. Teams will then elect a representative to answer the question. The process will continue until all teams have asked their question. This should allow for all members of a team to be the speaker for their group to answer each question. (Structure)

10. Lesson will include discussion over figuring out the difference in two temperature based on counting the units between those two numbers. (This will serve as an introduction to subtracting positive and negative numbers, which will occur later in the unit.) Teams will be given two temperatures and will work together to count the intervals between the numbers. Teams will write their answer on a white board and hold it up for the class to see. (Math)

11. Teams will look at a map of the United States that has typical highs and lows listed on it. Teams will discuss pros and cons to living in different types of temperatures. Students will decide what they prefer and share their answers with their team. (Social studies)

12. Teacher will discuss the extension activity that students will complete tonight and go over their homework worksheet. Teams will complete the first five problems together to make sure everyone understands how to complete the page. (Math)

REVIEW/ASSESSMENT: Students will complete a worksheet of showing the difference between two temperatures. They will complete the first five together as a team. (Writing)

EXTENSION: Students will talk with their parents tonight and find out what today’s high and low were and figure out the difference for today. (Writing & reading the paper or watching the news)

Lesson Plan #4

THEME: Positive and Negative Numbers (Math)

SUBJECT: Positive and Negative Numbers in Money (deposits and withdrawals)

OBJECTIVES: 6.1.1.K2a-c Number Sense – The student demonstrates number sense for rational numbers and simple algebraic expressions in one variable in a variety of situations. At this grade level, rational numbers include positive and negative numbers, large numbers (one million), and small numbers (one-thousandth).

GRADE LEVEL: 5th grade (introduced in fifth grade, state tested in sixth grade)

TIME PERIOD: 45 minutes

KAGAN STRUCTURE: Rally Coach – Students pair up and teach what they know about deposits – positives and withdrawals – negatives in a back account.

KEY VOCABULARY: Deposits, withdraws, transactions, account

MATERIALS: Information pages for each team with deposits and withdrawals for the week, worksheet with information about deposits and payments for homework

MOTIVATION: Students will get to keep track of a checkbook and figure out the ending balance after applying the information provided about the week and how the money was used.

PRACTICE/APPLICATION:

1. Rally Coach – Students pair up and teach what they know about deposits – positives and withdrawals – negatives in a back account. (Structure)

2. Teacher will discuss that when a deposit (positive) is made the amount of money in the bank goes up and when a check is written or a debit (negative) is made the amount of money will go down. Teacher will also talk about sometimes too much money is spent and there is a negative balance. Teacher will also talk about what is meant by “Being in the black or red.” (Business)

3. Teams will create a name for a business that they would like to figure out the balance for one week. Once teams have a name for their business they will get information about that account. (Team Building)

4. Teams will complete a team activity where they will be given a starting balance and ten transactions that they must use in order to find the ending balance. (Math and Interpersonal)

5. Finally they will present their “company” to the class. They will discuss the deposits and withdrawals for their company. (Oral communication skills)

6. Students will compete their review page on their own. (Intrapersonal – math)

REVIEW/ASSESSMENT: Students will find the balance of an account by completing five transactions on their own. (Business math)

EXTENSION: Students will create three new transactions (at least one positive and one negative) to be included in their own account balance. They will write out the transactions and figure them into their balance. (Critical thinking decisions)

Lesson Plan #5

THEME: Positive and Negative Numbers (Math)

SUBJECT: Adding Positive and Negative Numbers

OBJECTIVES: 6.1.1.K2a-c Number Sense – The student demonstrates number sense for rational numbers and simple algebraic expressions in one variable in a variety of situations. At this grade level, rational numbers include positive and negative numbers, large numbers (one million), and small numbers (one-thousandth).

GRADE LEVEL: 5th grade (introduced in fifth grade, state tested in sixth grade)

TIME PERIOD: 45 minutes

KAGAN STRUCTURE: Numbered Heads Together – Teacher introduces how to add positive and negative numbers, and then gives problems for the teams to solve. Students use numbered heads to solve on own, then compare as a table. (Social Skills – working together and encouraging teammates)

KEY VOCABULARY: positive, negative, addition, and sum

MATERIALS: Number Line (with positive and negative numbers), copies of the “rules” for addition, questions for teacher to ask during numbered heads, and worksheet over addition problems

MOTIVATION: Students will be taught the “rules” for adding positive and negative numbers. Students will be allowed to work together to follow the rules.

PRACTICE/APPLICATION: (procedures for the day)

13. Teacher will introduce how to add positive and negative numbers (when adding positive the number goes up and adding negative the number goes down). (Math)

14. Teacher will show the rules for adding positive and negative numbers. (Listening)

15. Class will take notes over the “rules” for adding positive numbers. (Note taking skills)

16. Class will work on several problems together as a whole class. They will then work on some problems together with their partners. (Math)

17. Numbered Heads Together – After teacher introduces how to add positive and negative numbers, teacher then gives problems for the teams to solve. Students use numbered heads to solve on own, then compare as a table. (Structure and Social Skills – working together and encouraging teammates)

18. Students will complete review worksheet individually to show understanding of the concept. (Math)

REVIEW/ASSESSMENT: Students will complete a worksheet with problems of adding positive and negative numbers.

EXTENSION: Students will take their notes home to their parents and will “teach” their parents how to add positive and negative numbers. Their parents will sign a paper saying that their students “taught” them the lesson. (Writing)

Lesson Plan #6

THEME: Positive and Negative Numbers (Math)

SUBJECT: Subtracting Positive and Negative Numbers

OBJECTIVES: 6.1.1.K2a-c Number Sense – The student demonstrates number sense for rational numbers and simple algebraic expressions in one variable in a variety of situations. At this grade level, rational numbers include positive and negative numbers, large numbers (one million), and small numbers (one-thousandth).

GRADE LEVEL: 5th grade (introduced in fifth grade, state tested in sixth grade)

TIME PERIOD: 45 minutes

KAGAN STRUCTURE: Fan-N-Pick – Student holds up several addition and subtraction problems using positive and negative numbers. Partner draws a card and must solve the problem on the card.

KEY VOCABULARY: positive, negative, subtraction, difference, and “add the opposite”

MATERIALS: Positive and negative cards, Number Line (with positive and negative numbers), copies of the “rules” for subtraction, questions students will use in Fan-N-Pick activity, and worksheet over subtraction problems

MOTIVATION: Students will practice a new concept, so they can go home and “teach” their parents and then quiz their parents with questions they have created on their own.

PRACTICE/APPLICATION:

7. Students interview their partner about the rules they learned yesterday on how to add positive and negative numbers. Students share their partners’ answers with the class. (Structure and social skills communicating with others)

8. Teacher reviews the steps on adding positive and negative numbers from yesterday. (Math skills review)

9. Teacher then introduces the additional rules needed for subtracting positive and negative numbers. (Knowledge building – adding on to skills learned yesterday)

10. Class will take notes over the “rules” for adding positive numbers. (Note taking skills)

11. Class will work on several problems together as a whole class. They will then work on some problems together with their partners. Students can use positive negative cards to help “see” the addition and subtraction problems. (Math)

12. Fan-N-Pick – Student holds up several addition and subtraction problems using positive and negative numbers. Partner draws a card and must solve the problem on the card. (Structure)

13. Students will complete review worksheet individually to show understanding of the concept. (Math)

14. Students will begin creating their own problems for their extension activity at home. (Critical thinking)

REVIEW/ASSESSMENT: Review worksheet to check for understanding of subtraction of positive and negative numbers.

EXTENSION: Students will create five addition and five subtraction problems of their own using positive and negative numbers. They will take them home and teach their parent the steps needed to solve the problems. Parents will sign the paper once the teaching session is complete.

Reference

Kagan, Dr. Spencer & Kagan, Miguel. (2009) Kagan Cooperative Learning. San

Clemente, CA: Kagan Publishing

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