Name School/District Subject Area

Maroun Nehme Buena Park HS / FJUHSD Mathematics

Total
Class Title Unit Title Lesson Title Grade Levels Date
Minutes
Math Essentials Water Sustainability Personal Water Audit 9 52 TBD
CLASS DESCRIPTION (including specific special needs and language proficiencies)

This class meets during 6th period, which is after lunch, Monday through Friday form 2 PM to 2:52 PM. This is a class of 26 freshmen students of
which 16 are male and 10 are female. The racial and ethnics make-up of the students is as follows: 13 Latinos, 6 Whites, 3 American Indian or
Alaska Native, 1 African American, 1 Vietnamese, 1 Pacific Islander, and 1 Asian Indian. The language fluency of the students is: 9 English Only, 7
Long Term English Learners (LEP-LTEL), 8 Redesignated Fluent (RF), and 2 Limited English Proficiency (LEP).

This is a collaboration class, where 12 of the 26 students are in Special Education and overseen by my co-teacher who is one of the school’s Special
Education teachers. We both agreed that I lesson plan and teach the class while he provides support to the students in groups, especially to those
who are in Special Education. He also happens to be the Case Carrier to several of the 12 students.

7.RP.2 Recognize and represent proportional relationships between quantities.

Common Core State Standards Addressed:
7.NS.3 Solve real-world and mathematical problems involving the four operations with rational
CCSS Math
numbers.

Content Objective(s)
(cognitive, psychomotor, affective)
SDAIE (Integrated ELD) Strategies for
developing knowledge in the content area
Mathematical Practice(s) Addressed
Given the part and the whole, students will use equivalence to express fractions less than 1 as a
decimal in four out of five tries.
Active Learning, Tapping Prior Knowledge, Building New Knowledge, Demonstration and Modeling
MP2: Reason abstractly and quantitatively.
MP4: Model with mathematics.

Tier II (General Academic) Vocabulary Divide, estimate, express, name, multiply, finite.

Ratio, proportionality, improved sanitation, hydrological cycle, renewable resource, water footprint,
Tier III (Domain Specific) Vocabulary virtual water, water audit.

ELD.P1.9-10.A.1.Ex: Contribute to class, group, and partner discussions, sustaining conversations on

a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and
answering relevant, on-topic questions, affirming others, providing additional, relevant information,
and paraphrasing key ideas.
English Language Development Standards
(ELD)
ELD.P1.9-10.B.5.Ex: Demonstrate comprehension of oral presentations and discussions on a variety
of social and academic topics by asking and answering questions that show thoughtful consideration
of the ideas or arguments, with moderate support.

SWBAT make sense of quantities and their relationships in problem situations.

Disciplinary Language Objective(s)
SWBAT consider the units involved
SWBAT apply the mathematics they know to solve problems arising in everyday life, society, and the
workplace.
SWBAT identify important quantities in a practical situation and map their relationships using such
tools as diagrams, two-way tables, graphs, flowcharts, and formulas.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs Specific Accommodations Additional Information
Several students with an IEP have Special I set due time for the day’s assignment at 11:59 pm to allow all
Learning Disability and Speech or Language students extra time to finish in case they cannot complete the
Impairment require extra time on work in class. I also inform them that I will accept late work.
assignments.

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
EL To determine if students can Warm-Up problem on Students will receive If most students know, then
 identify efficient methods of
using water.
To determine if students can
calculate their average daily
water usage.
PM
The purpose of the summative
assessment will be to
determine if students have
met the objectives for this unit
and to determine whether or
not any of these lessons needs
S to be retaught.
The focus of the summative
assessment will be on using
unit rates to solve real-world
problems.
PearDeck.
“How much water do you use”
activity on paper.
The summative assessment will
be administered on math180
website in about three to four
weeks.
immediate feedback in class
after sharing their answers.
Students will receive
immediate feedback as
Teacher monitors progress by
walking the room.
Exams are taken online and
thus graded immediately giving
students their score. Students
can then review each problem
and see what they missed.
the teacher will move on.
If some students know, then
teacher demonstrates an
example.
If only a few students know,
then teacher repeats steps
shown in example.
If most students understand,
then teacher moves on to
lesson closure.
If some students understand,
then teacher reviews more
examples.
If only a few students
understand, then teacher
reteaches unit rate
multiplication.
If most students pass, then
teacher moves on to the next
unit.
If some students pass, then
they can retake the test after
completing additional practice
problems and/or getting
tutoring.
If only a few students pass,
then teacher will reteach
challenging areas and retest.

INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
7 Teacher welcomes students, takes attendance, and posts the Students log onto PearDeck and begin working independently on the
PearDeck code so students join and work on the warm-up. warm-up.

8 Teacher monitors students and gives feedback. Teacher then Students, using Think-Pair-Share discuss the challenges they
goes over the warm-up as a class by first showing students’ encountered when determining how to use only 5 gallons of water
responses. per day.

Lesson Body
Time Teacher Does Student Does
3 Teacher introduces lesson title and guiding questions. Students voluntarily respond to the prompt and share their thoughts
Teacher then asks students “besides daily consumption and experiences.
activities, how else is water used around the world?”

5 Teacher shares background on water by discussing Students follow along and answer “check for understanding” type
environment, water footprint, and agriculture. questions when addressed.

3 Teacher posts the “Virtual Water Activity” for students to Students rank the posted products in terms of least to most virtual
complete. Teacher then shares correct ranking. water used in their production by numbering them 1-5 on PearDeck.

3 Teacher shows industry and domestic use of water and Students share their thoughts and feelings when comparing the
solicits students to share their reactions. average daily water usage between the U.S. and Sahara Africa.

5 Teacher hands out graphic organizer for students to complete Students individually calculate their estimated total gallons of water
the table on front page. used per day.

5 Teacher posts slide with link to a water audit activity for Students complete the “What’s Your Water Footprint” online activity
students to complete. and enter their personal and household consumption on PearDeck.

3 Teacher posts Activity Discussion Questions. Students share their findings and opinions related to the Activity
Discussion Questions when called on.
Lesson Closure
Time Teacher Does Student Does
10 Teacher instructs students to complete page 2 of the Students work in groups in completing the “Analysis” part of the hand
handout. out.

Instructional Materials, Equipment, and Multimedia

Graphic Organizer, Chromebooks, Google Classroom.

Co-Teaching Strategies
☐One teach, one observe ☒One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES
Co-Teacher (Special Education Collaboration Teacher) monitors students’ activity to ensure they are on task, communicates with students needing
help, and relays any needed information back to teacher.

Activities to Promote Student Engagement

☒Pair-Share ☒Restate ☐Sentence Structures ☒Graphic Organizers
☒Small Group Collaboration ☐Kinesthetic ☐Tech-based Formative ☒Random Student Selection
Assessments
Student Engagement Notes
Using PearDeck and the graphic organizer, students input their responses and demonstrate their work.