TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |3rd Six Weeks |PLAN CODE: | |

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

|Grade(s): |8 |Time allotted for instruction: |1 – 1 ½ hours |

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|Title: |Using Math in the Real World |

|Lesson TOPIC: |Applying mathematics to everyday experiences; problem solving |

| | |

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

| |tools used in problem solving. |

|FoCUS TEKS and Student Expectation: |(14) Underlying processes and mathematical tools. The student applies Grade 8 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 |

|Supporting TEKS and Student Expectations: |(14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to |

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

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

| |(B) use a problem-solving model that incorporates understanding the problem, making a plan, |

| |carrying out the plan, and evaluating the solution for reasonableness |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Problem solving |Problem Solving involves the steps listed below: |

| |1. Understand and explore the problem |

| |2. Find a strategy |

| |3. Use the strategy to solve the problem |

| |4. Look back and reflect on the solution |

| | |

| | |

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

A. Focus/connections

Ask the class to give you some examples of how math is used in the real world. After you have several responses, ask them how math is used in the following scenarios:

• Buying a car

• Following a recipe

• Decorating your home

• Using the school cafeteria

Have students give specifics about the math involved in each of the above scenarios.

B. Instructional activities

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

Explain to the class that they use mathematics every day. State that if we are well versed in mathematics, it can help us make important decisions and perform tasks. Place the following problem on the board or overhead:

You need to purchase a notebook, ruler, pencil, and eraser for math class. The

notebook costs $3.00, the ruler $1.50, the pencil $0.20, and the eraser $0.45. If

tax is calculated at 8.5%, how much money will you need to buy the items?

Ask the class to identify what mathematical processes they will need to utilize to solve the word problem. Next have the class tell you how to solve the given problem. Work the problem on the board for the class. Discuss with the class the steps in how to solve a problem in mathematics by putting the following on the board:

Problem Solving involves the steps listed below:

1. Understand and explore the problem

2. Find a strategy

3. Use the strategy to solve the problem

4. Look back and reflect on the solution

Emphasize to the class the importance of how to use math in the real world. Addition, subtraction, division, and multiplication are used daily in various situations. Give other examples of where and how math is used in the real world.

C. Guided activity or strategy

Place students in groups of 2 – 3. Each group will need a Real World Math Worksheet. Have students work together to complete the problems on the worksheet. After ample time has been given to complete the worksheet, have students discuss solutions.

D. Accommodations/modifications

Students requiring modifications may work with a peer for the guided activity.

A. Enrichment

Students requiring enrichment may reteach the lesson in the small group setting for the guided activity.

II. STUDENT PERFORMANCE

A. Description

Students may complete the Working with Math in the Real World Worksheet individually.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Individual student grades may be taken on the Working with Math in the Real World Worksheet.

B. Rubrics/grading criteria

Grades may be taken based on the Working with Math in the Real World Answer Key and Grading Rubric.

C. Accommodations/modifications

Students requiring modifications can receive partial points on worksheet if the math steps are correct, but the calculations are incorrect.

D. Enrichment

E. Sample discussion question

• Why is it important to know how to use math in the real world?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how real world problems may look in test format by placing the following TAKS questions on the overhead/board.

B. Sample TAKS questions

1. The results of a random survey showed that 42 out of 80 people plan to vote for Mr. Vu for city council. Which is the best prediction of the total number of votes he will receive if 2000 people vote?

A. 25

B. 50

C. 120

D. 1000

2. Bobby saved $32 when he purchased a jacket at a clearance sale. If the sale price was 40% off the regular price, what was the regular price of the jacket?

A. $48

B. $72

C. $80

D. $128

3. Three roommates agreed to split the cost of food and rent evenly. Last month they spent a total of $349.66 for food and $365 for rent. Find the amount that each of the 3 roommates paid.

4. Antonio and his two brothers equally shared the cost of a new CD with a list price of $18. They received a 20% discount off the list price and paid 8.25% sales tax on the discounted price. Find the approximate amount that each of the 3 brothers paid toward the cost of the CD.

A. $4.80

B. $5.20

C. $6.50

D. $15.59

5. The Wright Pen Company sells 3-pen packages fro $1.50. Which company sells pens for the same price per pen?

A. Jones Pen Company (4-pen packages for $2.50)

B. Cavazos Pen Company (5-pen packages for $3.00)

C. Smother Pen Company (7-pen packages for $3.50)

D. Nottingham Pen Company (9-pen packages for $5.00)

6. Cody’s parents bought a big-screen television for $1099.99 and a DVD player for $99.99, including tax. Cody’s parents plan to pay the total amount in 18 equal monthly payments. What is a reasonable amount for each monthly payment?

F. $50

G. $150

H. $113

J. $67

V. Key Vocabulary

Problem Solving

VI. Resources

A. Textbook

Math Advantage ~ Middle School II

• Problem Solving: Reasonable Answers, pp. 124 – 125

• Interdisciplinary Investigation: Math at the Mall, pp. 424 – 425

• Problem Solving: Guess and Check, pp. 586 – 587

• Extra Practice: Lesson 3-6A, pp. 613

• Extra Practice: Lesson 6-3A, pp. 620

• Extra Practice: Lesson 7-5A, pp. 624

• Extra Practice: Lesson 8-3B, pp. 628

B. Supplementary materials

• Real World Math Worksheet

• Working with Math in the Real World Worksheet

• Working with Math in the Real World Answer Key and Grading Rubric

C. Technology

Students may be taken to the computer lab to utilize the following websites with real world math activities:





VII. follow up activities

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

Students could be placed in pairs to create their own real world math problems. Have students write their problems on a piece of paper or on a transparency so they can present to the class.

VIII. Teacher Notes

The following tips could be given to the class:

• Read all word problems very carefully

• Point out key words that signify which operation to use

• Discuss the importance of showing the steps involved in solving a problem

The more real world math applications you present to the class, the more impact this lesson will have.

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