Author: stoneja

F.IF – Get moving!

stoneja Assessment of CCSS-Math, Common Core State Standards Mathematics, HS Functions, Technology Teaching Issues

Using a Vernier Hand-Grip Monitor can be a great way to get students active and using math within the classroom in an engaged way. Students are constantly active outside of the classroom and it would be great to show them how various activities affect their heart rate. Students will measure their resting beats per minute (BPM). From there students will do a rotation of various activities to see which type of activity get their heart rate up the most. From there students will graph their information to create a visual representation about each physical activity. (Between activities there will be rest time to let their heart beat go back to normal). Students will have to use a graphing calculator that can support the Vernier Hand-Grip Monitor.

The standard used in this activity would be:

CCSS.MATH.CONTENT.HSF.IF.B.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.

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G.SRT – Picture Problem Eiffel Tower

stoneja Assessment of CCSS-Math, HS Geometry, Picture Problems

Common Core State Standard

HSG.SRT.A.2: Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides

Students are being asked to compare the height of a broomstick to the height of a tall object like the Eiffel Tower. Using the picture below students could research the height of the Eiffel Tower and then the height of an average broom to figure out if they are similar or not. From there an expansion can be added to compare the shadow length of the Eiffel Tower to the shadow of the broom but then try with the shadow of a person.

Ariyana_MR5_Shadow

A.REI – Welcome to the candy shop

stoneja Assessment of CCSS-Math, Common Core State Standards Mathematics, HS Algebra

Standards:

CCSS.MATH.CONTENT.HSA.REI.A.1: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method

 

Problem:

The candy shop in town sells a bag of various candies for $40 for Halloween but it has $35 worth of candy. The rest of the $5 is for bundling, bagging, and to make some income for the store. 3 of the candies in the bag are nerds, smarties, and mints.

If x is the number of pounds of nerds, y is the number of pounds of smarties, and z is the number of pounds of mints in the bag, then I can write the following expression based on what is known about the bag of candy:

x+y+z=5

4x+6y+7z+5=40

  1. How many pounds of candy are in the bag?
  2. What is the price per pound of the mints?
  3. What does the term 4x represent?
  4. What does the expression 4x+6y+7z suppose to equal?
  5. What does the whole second equation represent?

 

Commentary:

Students are asked to explain the parts of the equation without solving the actual equation. Students are evaluating the parts of the equation like the coefficient, terms, and what parts of it are being solved if there were values for x, y, and z.

 

Solutions:

  1. Since x, y, and z represent the pounds of the certain types of candy in the bag, the first equation tells us that it equals 5 pounds of candy. x+y+z=5
  2. The second equation is based on the price of the bag of candy. For the mints, it would be $7 per pound because it is the given coefficient for if z is the number of pounds per mints.
  3. The 4x represents the value of nerds in the bag of candy. Nerds cost $4 per pound and that is multiplied by x, which is the number of pounds.
  4. 4x+6y+7z would equal $35 because there is a value of $35 of candy in the bag
  5. The second equation represents the total value of the bag of candy for Halloween

A.SSE-Using a SMART Board to be smart with distributive property

stoneja Algebra Teaching Issues, CCSS-Math Learning Progressions, HS Algebra, Technology Teaching Issues

Distributive property is seen in our everyday life without notice. It can be seen when figuring out what groceries to buy, how many fries will get if we get 4 of combo meal 2, and just dealing with profit. In this lesson students are exploring the basics of distributive property with basic variables. They are engaged in a peer-to-peer learning setting with problems that relate to them personally.

Within the lesson, the technology being used in the SMART Board but more specifically, the SMART Notebook which is a program that runs on a SMART Board. Students are able to compare answers, manipulate visuals, and learn from each other during this lesson.

In this lesson, students will be taking their previous knowledge of evaluating expressions and vocabulary to achieve understanding of distributive property. The lesson starts with a warm up that they are able to solve many ways. From there, students are able to see how to take the warm-up example but using the property discussed as a learning target. There students get to create and examine their own expressions using made up “combo meals” that students are able to relate to. After exploring that, students get to analyze the golden rule of distributive property: a(b+c)=(a*b)+(a*c). Then the summative assessment is about how much money they would have to give a cashier to get the needed supplies for their smoothie stand.

Overall, with this lesson the teacher is there at the beginning to guide and use direct instruction to introduce the concept. After that, the goal is for the peers to help each other. By doing this, the whole class is being engaged; the students who need more of a challenge are helping their peers while the students who need more help are getting that individual time.

Distributive Property Lesson Plan

DistributiveProperty PowerPoint