25 views

Uploaded by api-239564306

save

- rounding lesson plan block
- instructional project 4 - lesson plan
- edtech lesson plan template 1 1 1
- Types of Lesson Plan
- skip counting
- flannel board story activity plan
- lesson plan 2 educ 230
- teaching 1
- lesson plan - textiles mock
- solo2day4-dja
- wind lesson plan
- Lesson Plan Tips
- 1999 - Thinking skills is realistic mathematics
- math program of studies
- Action Research Mathematics
- Lesson Plan for Teaching Writing
- The Relationship Between Mathematics and Science Process Skills
- EDEL453 Spring2013 MikaylaOZAKI Unit 4 History DAY 5
- Reading 1ib
- Basic Math Presentation - Building a Model
- Polya Model (strategic problem solving)
- ICM_Vol_3_76

You are on page 1of 8

Uelese Layne Haven Tamara Ashlee NN Sloan Madison Nadia Alec Josh Karissa Susette Mitch Jayden

Period 1 0 0 0 0 0 0 0 3 4 5 5 6 10 13 13 13 13 15 15 15 15 16 21 23 24 25 36 36 36 36

Name Period 2 Name Period 3 Koby 0 Bryanna 0 Natalee 2 Shaden 0 Kaylie 3 Grace 0 Kaden 4 Chandler 0 NN 4 Andrew 1 Savannah 5 Osvaldo 1 Garret 5 Camerin 1 Tayia 5 Jesus 1 Tori 5 Cameron 5 Jackson 5 Jared 7 Mayzie 5 Dimitri 7 Katie 7 Fernanda 13 Keylani 10 Corbin 13 Kristen 14 Samantha 13 Adelin 15 Alyssa 13 Maddie 15 Tyra 15 Logan 15 Michael 15 Ashleigh 15 Joel 15 Nathan 18 Hannemann 18 Mason 18 Brody 18 Nesis 18 Savanna 18 Cales 18 Lesly 21 Kennedi 27 Connor 24 Mason 30 Micah 45

Name Neesha Kaden Dalia Bradley Julia Kamryn Shayden Osvaldo Jethro Arlen Colby Raquel Leiani Aurie Lauren Aubrey Emma Maddy

Period 4 0 1 4 5 5 5 8 9 14 15 16 17 18 18 21 21 42 45

Name Period 5 Jasmin 0 Maria 0 Emily 3 Hailey 5 Shaylee 5 Brandon 5 Jordan 5 Chaiden 5 Rosa 5 Jena 8 Elisionna 11 Colby 11 Phoebe 13 William 15 Joseph 15 Molly 17 Kelsie 19 Eliza 19 Katie 21 Jada 21 Kaleb 21 Riley 22 Trevin 25 Emma 27 Lily 27 Sarah 30 Trevor 33 Amanda 34 Mesa 36 Marie 37

Mean Median Mode Max

Period 1 Period 2 Period 3 Period 4 Period 5 13.26667 12.32 9.521739 14.66667 16.5 13 10 13 14.5 16 0 5 1 5 5 36 45 24 45 37

I feel that this assessment shows great information for each student. I gave this assessment more than two months after the lesson was given. I feel the one point questions may have confused the students about how I wanted them to show the distriutive property. I feel that this method of assessment is valuable and provides information on each student and will help differentiate the instruction for the students.

**Date - Created October 2013
**

3(4 + 5) 12 + 15 27

**Distributive Property Quiz
**

9∙6+9∙8 54 + 72 126 9(6 + 8) 8 ∙ 7 + 8 ∙ 11 56 + 88 144 8(7 + 11) 6 ∙ 9 + 6 ∙ 12 54 + 72 126 6(9 + 12)

**Name - Answer Keys
**

5(15 + 20) 75 + 100 175

Distribute

1 Point

3∙4+3∙5

5 ∙ 15 + 5 ∙ 20

Distribute

2 Point

4 ∙ 𝑥 + 4 ∙ 5 4𝑥 + 20

4(𝑥 + 5)

7 ∙ 𝑥 + 7 ∙ 7 7𝑥 + 49

7(𝑥 + 7)

9 ∙ 𝑥 + 9 ∙ 6 9𝑥 + 54

9(𝑥 + 6)

8 ∙ 4 + 8 ∙ 𝑥 32 + 8𝑥 8𝑥 + 32 (2 + 5)(𝑥 + 3)

8(4 + 𝑥)

3 ∙ 𝑥 + 3 ∙ 11 3𝑥 + 33

3(𝑥 + 11)

Distribute completely and combine like terms

3 Point

5 ∙ 𝑥 + 5 ∙ 𝑦 + 5 ∙ 5 5𝑥 + 5𝑦 + 25

5(𝑥 + 𝑦 + 5)

7 ∙ 𝑥 + 7 ∙ 2𝑥 + 7 ∙ 𝑦 7𝑥 + 14𝑥 + 7𝑦 21𝑥 + 7𝑦

7(𝑥 + 2𝑥 + 𝑦)

−2 ∙ 𝑥 + (−2) ∙ 5 −2𝑥 − 10

−2(𝑥 + 5)

2 ∙ 𝑥 + 2 ∙ 3 + 5 ∙ 𝑥 + 5 ∙ 3 2𝑥 + 6 + 5𝑥 + 15 7𝑥 + 21

4 ∙ 𝑧 + 4 ∙ 3𝑧 + 4 ∙ 6𝑐 + 4 ∙ 8𝑐 4𝑧 + 12𝑧 + 24𝑐 + 32𝑐 16𝑧 + 56𝑐

4(𝑧 + 3𝑧 + 6𝑐 + 8𝑐 )

Write an expression for how many objects there are then distribute

5 Point

I have seven bags of candy. Each bag has a certain number of chocolate and 7 sugar candies. How many candies?

There are 5 teams in the league. Each team has 4 defenders and an unknown amount of offenders. How many players?

There are four 6th grade class rooms. Each classroom has boys and girls. How many students?

7(𝑐 + 7) 7 ∙ 𝑐 + 7 ∙ 7 7𝑐 + 49

Please complete at least 15 points worth of problems (all the 5 point or 3 point or 2 and 1 point problems or any combination). You can do more and I will still grade it out of 15 and you get the highest score possible.

5(4 + 𝑥) 5 ∙ 4 + 5 ∙ 𝑥 20 + 5𝑥 5𝑥 + 20

4 ∙ 𝑏 + 4 ∙ 𝑔

4𝑏 + 4𝑔

4(𝑏 + 𝑔)

**DIXIE STATE COLLEGE – DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE -SECONDARY
**

Teacher Candidate ____Nathan McArthur_____________________________________ Grade Level _7th____ Subject/Content: ____Math__________Title __________________ CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: SWBAT use and identify the distributive property of multiplication over addition.

Reading/Language Walk-Away: SWBAT provide a written explanation of what the distributive property means to them.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Have students turn in their worksheets to be graded to assess their level of involvement and ability to follow instruction. Following day provide a warm up sheet that has distributive property problems for them to complete to assess retention.

Modifications/Accommodations

(ELL, IEP, GATE, etc.)

Provide assistance and individual help for those that struggle. Be sure to use the walk away method.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.) Provide assistance and individual help for those that struggle. Be sure to use the walk away method.

Activate Prior Knowledge/Experiences Perform super bear activity to get their minds focused on problem solving skills and work into an explanation of a new way to do multiplication. All the while the students are following along in their closed notes. Focus Lesson (“I do it”) After explaining the new way of doing multiplication, explain the name and show the general notation for the distributive property. Explain Santa’s Hat and perform a few complicated distributive problems showing Santa’s Hat. Guided Instruction (“We do it”) At this point in the closed notes we will all perform a distributive action together, drawing Santa’s Hat and doing the calculation. This is a good time to model with a volunteer one pen two brains. Where we pass a pen back and forth taking turns writing one step of the distribution. Collaborative/Cooperative (“You do it together”) Using one pencil two brains with shoulder partner’s work on 4 problems together taking turns starting the problem. Independent (“You do it alone”) Have student’s complete one problem given orally. I read the question and they must write down the question and their thoughts and answers. Then have them complete a homework sheet dealing with the distributive property. Summarization/Closure According to time while they work on the homework sheet give a summary of what we accomplished. Ask for a 3, 2, 1 from the class. 3 things you liked, 2 things to improve, and 1 question that they still have.

Have a reduced amount of problems for the students who require accommodations.

NOTES TO TEACHER What do I need to remember to do? Follow the plan. Materials to have ready? Super bear activity, videos, and sheets Approximate time needed for lesson? 50 Min

- rounding lesson plan blockUploaded byapi-249714445
- instructional project 4 - lesson planUploaded byapi-322804567
- edtech lesson plan template 1 1 1Uploaded byapi-285131891
- Types of Lesson PlanUploaded byLemuel Kim
- skip countingUploaded byapi-262064993
- flannel board story activity planUploaded byapi-340987546
- lesson plan 2 educ 230Uploaded byapi-324504809
- teaching 1Uploaded byJuliansya
- lesson plan - textiles mockUploaded byapi-266083861
- solo2day4-djaUploaded byapi-233435703
- wind lesson planUploaded byapi-311863648
- Lesson Plan TipsUploaded byreddragon1031
- 1999 - Thinking skills is realistic mathematicsUploaded byMarcele Tavares
- math program of studiesUploaded byapi-232588272
- Action Research MathematicsUploaded byMichael Dimayuga
- Lesson Plan for Teaching WritingUploaded bySaharudin Yamato
- The Relationship Between Mathematics and Science Process SkillsUploaded byzatulfahima
- EDEL453 Spring2013 MikaylaOZAKI Unit 4 History DAY 5Uploaded byMikayla Ozaki
- Reading 1ibUploaded byAlia Amirah
- Basic Math Presentation - Building a ModelUploaded bykellyting90
- Polya Model (strategic problem solving)Uploaded bysiti nurdiyana
- ICM_Vol_3_76Uploaded byAldo Juan Gil Crisóstomo