Mathematics Lessons

Bar Graph Lesson

Here you will find an interactive bar graphing lesson that I created to help my class master this skill.

------------------

Three Week Unit Plan

This is a detailed lesson plan for Unit 3 of the Everyday Mathematics curriculum. The lesson plan format is modeled after Backwards Design from Wiggens and McTighe, though it has been modified to fit my own needs. I chose to format my lessons in this way because I believe that the principles of backwards design are very well suited to teachers who seek more flexibility within scripted curriculums. This design allowed me to restructure how the program was focused without altering how I was required to teach the math lessons.

Click here for the Unit 3 Pre-test and Assessment Supplement

-----------------

Additional Mathematics Lessons

Unit 1 – Lesson 11

Objectives: To introduce the frames and arrows organizer; to practice work with patterns of numbers

Opening Exercises

• Students will count up by 2s, 3s and 4s
• Students will work on a “Money and Change” worksheet to review addition and subtraction with money.
• Students will complete questions 1-4 on math journal page 21 as a class.

Mini Lesson

• A frames and arrows organizer will be drawn on the board and students will be asked what they think will go in each space.
• What does this look like? What if I told you it was similar to in/out boxes?

• As a class fill in the frames and arrows with the rule and the numbers necessary for the given patterns.
• Make sure to cover the multiple types of frame and arrow questions: without a rule, without the first number in the frames, without two consecutive numbers.
• Also address frames and arrows with more than one rule to be followed, such +2+2+3+3+2+2+3+3, etc.

Ongoing Learning

• Students should work on pages 21 and 22 of their journals.

Activity for Further Enrichment

• Students will create and solve their own frames and arrow questions using a blank template.

-----------------------

Unit 2 – Lesson 3

Objectives: To work more with number patterns; to solve a variety of rule machine problems

Opening Exercises

• At their desks, students will solve fact family problems such as 3+6=9, 30+60=90, 300+600=900
• Students will also be asked to consider the following problem: A plant doubles in height every 20 days. If it is 8 inches tall, what will its height be in 20 days; 50 inches, 200 inches, etc.

Mini Lesson

• Draw a rule machine on the board and ask if the class has seen this before.
• What are the names you know it by?
• What does in each part of the rule machine and solution grid?
• What does it tell/show us?
• How is it similar to frames and arrows?
• Practice the 5 types of rule machine problems
• Type 1 – where there are inputs and a rule but no outputs
• Type 2 – where there are outputs and a rule but no inputs
• Type 3 – where there are some inputs and outputs but no rule
• Type 4 – where there is a rule and some of the inputs and outputs are missing
• Type 5 – where the rule is written in sentence form
• Review a problem with a number line that has numbers missing – explain how it is just like a frames and arrows questions with a different format. Note: this type of problem will appear on their journal page, so it is important to review it.

Independent Work

• Students should complete math journal pages 34 and 35, as well as the math boxes on page 33.

Activity for Further Enrichment

• Students will make their own “What’s my Rule” questions using a blank template
• Students may also select from a number of enrichment math sheets to work on.