Beruflich Dokumente
Kultur Dokumente
Candidate:
Wendy Vanegas
Subject(s):
Math- Bullet
Trajectory
Grade level(s):
6th
Common Core Content Standard(s): Record the number, the sub-element, and
description of the Common Core State Standard(s) on which this lesson is based.
CSS.MATH.CONTENT.6.RP.A.1
Understand the concept of ratio and use ratio to describe relationship
between two quantities.
Date:
7/5/16-7/6/16
Single/Multi-Day
Lesson:
MULTI-DAY
2
List the Common Core State Standards for Mathematical Practices used by writing their
number, title, and description:
MP1: Make sense of problems and persevere in solving them
MP2: Reason abstractly and quantitatively
MP3: Construct viable arguments and critique the reasoning of others.
MP4: Model with mathematics
MP5: Use appropriate tools strategically
MP6: Attend to precision
MP7: Look for and make use of structure
List the Common Core State Standards Science Literacy Standards used by writing their
number and full descriptions:
List the Common Core State Standards Science Writing Standards used by their number and
full descriptions:
Page 1 of 4
List the Next Generation Science Standards Performance Expectation(s) used by writing
their number, title, and description. If this is a math or English course, you can simply use the
NGSS Science and Engineering Practice(s):
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Warm-up: Working in table teams students will work together to solve different examples
for ratio, percent, and conversion. (Powerpoint will have problems that students will work
on). Include vocabulary chart that has definitions of previous key terms that include ratio,
percent, convert, fraction, percentage. Have them write group table answers on white boards
and share out. Make sure that I call on an emergent bilingual to share out with sentence
starter that has been posted on the wall on chart The ratio of gold bars to silver bars is
____________ / The steps I took to solve the problem are__________
Challenge question- work with elbow partner. Whats the difference between 66 and 6.6
inches? After allowing students to attempt to figure out the difference or similarities. I would
call on a student to demonstrate to rest of peers the steps they took to arrive at their answer.
They will do so by using the overhead projector. I will ensure to prompt the student if they
Page 2 of 4
are having difficulties with steps. As the student is verbalizing what they are doing I will
ensure to recast what they say and project my voice so that the rest of the class can hear.
Show pictures to students about bullet trajectory, ask them what it makes them think about?
(allows for visual learners to have insight on what bullet trajectory is)
Share with flocks of a feather. I will make sure that I provide a visual in powerpoint
presentation to ensure that students know that we are grouping to discuss pictures, allowing
for peer to peer modeling of appropriate key terminology.
Share out
Day 2:
Allow time for pair share of drawings that were started the day before.
As a class draw the picture together and allow students to make the appropriate corrections.
Allow students time to answer follow up question. Provide sentence starters for ELL students
and require that Gate students write a minimum of 5 complete sentences.
Begin to fill out table. Be the hands-Students brain to solve Suspect 1 together. Students
will walk me through the steps on how to solve for 80% of the height, while I just write the
steps they are asking me to take.
Give them time to work on rest of suspects.
Compare answers with group/ Check with class.
Answer follow up questions.
Input new evidence into Evidence Collection Table Give emergent bilinguals a sample of
evidence chart with prompts, and sentence starters.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will calculate measurements and perform conversions.
They will analyze the data to eliminate suspects.
D.
Page 3 of 4
Page 4 of 4