Justin+Copeland

= 6/24/10 Created Vocabulary Lists For Each Lesson in 6th Grade =

** 6/25/10 Updated Blog Page - Added Links for Vocabulary onto Blog Page and onto New Teacher Tools Website. **
= = = = =__Lesson # 1 (Getting to Know Your Book) (Day 1 ):__=

District Benchmark(s): 1.2

Enduring Understanding: Students show an understanding of how to use resources to solve problems and find needed information.

Essential Question(s): How can you use a reference book to help you solve problems?

Support Materials: Student Reference Book

Assessment:
 * Formative: Classroom/Student Observation
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy): Math Masters p.6

Time to Complete: 44 minute class period

5-Minute Math - Name 5 things you like/dislike about Math

//__Peer Check:__//

 * ====== //[y] Problem-Based (Y or N)// ======
 * ====== //[y] Aligns with ICC// ======
 * ====== //[y] Aligns with Dist. Benchmarks// ======
 * ====== //[y] Student-to-Student Engagement// ======
 * ====== //[y] EM/CP as primary materials// ======

=__Lesson 2 (Line Plots): Day 1__=

District Benchmark(s): 1.3

Enduring Understanding: Graphic representations of data help people solve problems.

Essential Question(s): How can you use line plots in real world learning?

//Support Materials:// Student Reference Book Math Masters p. 454 - High Number Toss Game Math Journal p. 9

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Masters p. 9

Activities (Pedagogy): High Number Toss Game

//Time to Complete:// 44 min/ Class Period

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[_y] Problem-Based// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 3 (Stem & Leaf Plots) - Day 1 :__=

District Benchmark(s): DA 1.2 (7th Grade)

Enduring Understanding: Graphic representations of data help people solve problems

Essential Question(s): How can you use stem-and-leaf plots to find minimum, maximum range, median, & mode?

//Support Materials:// Student Reference Book Math Masters p. 10

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Masters p. 10

Activities (Pedagogy): Math Masters p. 11

//Time to Complete:// 44 minute class

5 Minute Math /MDP

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 4 (Median & Mean)- Day 1:__=

District Benchmark(s): DA 4.1

Enduring Understanding: Students find and compare the median and the mean of various data sets.

Essential Question(s): How does median and mode relate to measures of central tendency?

//Support Materials:// Student Reference Book Journal

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Masters p. 13

Activities (Pedagogy):

//Time to Complete:// 44 min class period

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson 5 (Median & Mean)- Playing Landmark Shark - Day 2 :__=

District Benchmark(s): DA 4.1

Enduring Understanding: Students calculate landmarks (range,median,mean, mode) of a data set.

Essential Question(s): How does median and mode relate to measures of central tendency?

//Support Materials://

Assessment:
 * Formative: Teacher Observation
 * Student Self-Assessment: Peer Observation while playing game.
 * Summative:

Activities (Pedagogy): Landmark Shark Game

//Time to Complete:// 44 min class period.

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[_y] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 6 (Broken-Line Graph/Line Graph) Day 1 :__=

District Benchmark(s): DA 1.2

Enduring Understanding: Students use broken-line graphs to examine variations in data.

Essential Question(s): Can students use data to construct graphic representations?

//Support Materials:// Student Reference Books

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Masters p. 19

Activities (Pedagogy):

//Time to Complete:// 44 min class period.

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson 7 (Over and Up Squares) Coordinate Grid- Day 1 :__=

District Benchmark(s): G 4.1

Enduring Understanding: Students experience naming and plotting points on a coordinate grid.

Essential Question(s): How can you relate plotting points and the coordinate grid to real life situations?

//Support Materials:// Student Reference Book p. 465 (Review Concept) Math Masters p. 465 & 466

Assessment:
 * Formative: Teacher Observation
 * Student Self-Assessment: Self Observation during activity.
 * Summative:

Activities (Pedagogy): Play Over and Up Squares

//Time to Complete:// 44 min class period

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 8 (Bar Graphs) Day 1 :__=

District Benchmark(s): DA 1.3

Enduring Understanding: Graphic representations of data help people solve problems.

Essential Question(s): Can students successfully represent data using different types of bar graphs?

//Support Materials:// Student Reference Book Math Masters p. 20 & 21

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Masters p. 20 & 21

Activities (Pedagogy):

//Time to Complete:// 44 min class period

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 9 (The Percent Circle & Circle Graphs) Day 1 :__=

District Benchmark(s): DA 1.2

Enduring Understanding: Graphic Representations of data to help people solve problems.

Essential Question(s): Can students show an understanding that a whole circle represents 100 percent?

//Support Materials:// Student Reference Book p. 145 - Parts of a Circle

Assessment:
 * Formative: Exit Card - Parts of a Circle
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):

//Time to Complete:// 44 minute class period

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 10__ - (The Percent Circle & Circle Graphs) - Day 2:=

District Benchmark(s): DA 1.2

Enduring Understanding: Graphic Representations of data to help people solve problems.

Essential Question(s): Can students use a variety of data sets and represent them as percents?

//Support Materials:// Student Reference Book Math Masters p. 28

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Masters p. 28

Activities (Pedagogy):

//Time to Complete:// 44 minute class period

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson 11__ (The Percent Circle & Circle Graphs - //Play Percent Sector Match Up//) - Day 3:= District Benchmark(s): DA 1.2

Enduring Understanding: Graphic Representations of data to help people solve problems

Essential Question(s): Can students estimate and represent percentages?

//Support Materials:// Math Masters p. 467 & 469.

Assessment:
 * Formative: Teacher Observation
 * Student Self-Assessment: Self check for understanding
 * Summative:

Activities (Pedagogy): Percent - Sector Match Up Game

//Time to Complete:// 44 minute class period

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson 12 (Using a Graph to Investigate Perimeter & Area) Day 1:__=

District Benchmark(s): G 3.1

Enduring Understanding: Students find dimensions of geometric figures.

Essential Question(s): Can students use graphs to display data and solve a problem?

//Support Materials:// Student Reference Book Math Masters p. 31

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Masters p. 31

Activities (Pedagogy): Grid-Paper Perimeters - Math Masters p. 32

//Time to Complete:// 44 minute class period

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 13 - (Persuasive Data and Graphs) - Day 1:__=

District Benchmark(s): DA 1.2

Enduring Understanding: Graphic Representations of data to help people solve problems

Essential Question(s): Can students analyze examples of inaccurate or misleading displays of data?

//Support Materials:// Student Reference Book Math Masters p. 34 & 35

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Masters p. 34 & 35

Activities (Pedagogy): Persuasive Graphs - p. 35

//Time to Complete:// 44 minute class period.

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 14 - (Samples & Surveys) - Day 1:__=

District Benchmark(s): DA 1.2

Enduring Understanding: Graphic Representations of data to help people solve problems.

Essential Question(s): Can students conduct and interpret surveys and relate them to the real world?

//Support Materials:// Student Reference Book Math Masters p. 36

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Masters p. 36

Activities (Pedagogy): Create their own surveys and make bar graphs.

//Time to Complete:// 44 minute class period

5 Minute Math/MDP

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

//copy and paste the information below as needed for next lessons// =__Lesson :__=

District Benchmark(s):

Enduring Understanding:

Essential Question(s):

//Support Materials://

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):

//Time to Complete://

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======