Blog Phase 1: Micro Lesson #3

 Micro Lesson #3 (In GoogleDoc)

Name Ashley Wyatt

Class ETC 447

Date 11/20/2018

Micro Lesson 3

I. RATIONALE:

Provide a reason for teaching the lesson. (i.e. Grade level curriculum, meets the common core standards/Arizona’s College & Career Ready Standards)

II. OVERVIEW

Grade Level: 7th Grade

Subject(s): Math.

Topic of Study:Proportional Units and Relationships

Time Allotment: 60 minutes

Standards: (Include Common Core and/or Subject Area (if needed))

7.RP.A.2 Recognize and represent proportional relationships between quantities. a. Decide whether two quantities are in a proportional relationship (e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin). b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

Technology: S1. C6. PO 3. Choose technology applications appropriate for the audience and task.

Objectives: (What do you want the students to know or be able to do?, I will be looking carefully on how they align with your assessment) Students will be able to represent, analyze and compare proportional relationships between quantities.

“I can accurately compute analyzed proportional relationships between quantities.”

Lesson Plan: I. Rationale & II. Overview Reflections: Assessing Prior Knowledge and Planning Instructions:

• What do the students need to know prior to the lesson?
• Students need to know basic uses of fractions and order of operations
• How will prior knowledge and experience be assessed?
• There will be a review and notes, where the teacher goes through an example with students.
• How will you use this information in the planning process?
• I used this information in the planning process to determine the level of questions that were used in the stations.
• When will the lesson be taught in the course of the school year? Why?
• The lesson would be taught near the beginning of the school year as it is one of the core strengths for learning how to compare quantities.

III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)

1. Students will create a foldable which will have notes from the lesson and will have examples for them to use during their work.
2. Students will have a short lecture lesson on how proportional quantities are represented and how to convert to a unit rate.
3. The teacher will then do a class example of how to find proportional relationships and how the centers are going to be finished.
4. Students will then be given group work to go to each center and answer the questions on their computers. (If students cannot move, the “centers” can be passed to the students.
5. Students will then answer all their questions on their computer and show their work on their foldable.
6. Then, as a summative assessment, students will create their own word problem that has 2 different unit rates that can be compared. They will then show their work to solve their own problem and have a graph to represent it.
7. Afterwards, the teacher will review the stations with the students and will go over the steps on the board with each student explaining the next step.
8. Once that is all done, if there is still time left over, the teacher can play the Representation Game, where students can win a prize.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)

Students are going to be using the website: https://www.desmos.com/calculator/q8mwzeylbk

They will use this website to graph their unit rates to determine which unit rate is better for the amount that is needed.

Once the students are done with the worksheet, the students will then create their own unit rate example word problem based on researched prices of a item they like  and will solve the problem to show that they know how to create a word problem relating to unit rate as well as how to solve for unit rate. This will be submitted as a google doc.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay- students will work in groups and then they will work in a group to do their assessment with the teacher.
• Gifted- These students will create a graph for each of the stations and then create a summative graph that shows all of the different prices compared to each other.
• ELL- students will have scaffolded questions and will not graph their answers.

Lesson Plan: III. Implementation Reflection: Designing Instructions:

• How do the instructional methods align with what you know about best practices (think about your methods classes)?
• Students are having guided instruction, as well as a goal to work toward, the objective is stated multiple times and they work in goals and independently.
• How are you engaging students in creative and higher order thinking?
• Yes, students are working in groups to solve real life issue- word problems.

IV. ASSESSMENT

• Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process)) Students will have a foldable for notes that they can use during their guided practice. Then, when students work on their own word problem, this will show me that students not only know how to find a unit rate, but they know how 2 would be compared, which could be used in a real life situation, like if they were at the store.
• Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test)

https://docs.google.com/document/d/1Ax2oNNxDXMbdDwP1cgD6nfcBlKyozXVj4mxF7OWvlJg/edit?usp=sharing

Lesson Plan: IV. Assessment Reflection: Planning Assessment:

• How do the instructional methods align with what you know about best practices (think about your methods classes)?
• Students get a chance to work as a group and ask questions for the practices they need. And then they are able to show their work independently, after mastering the skills, they were able to work together to win a game to create group effort.
• How are you engaging students in creative and higher order thinking?
• Yes. Students were given questions at all different stages of solving the issue. They were also given real life examples that were needed to solve backwards as well as in different stages of development.   

V. MATERIALS AND RESOURCES

• In this section include any examples you have created for the students, resources (software, web links, books, crafting items, etc.) and other necessary items

foldable notes, worksheet, construction paper, cans of mushroom soup, tomato soup and pictures of chicken. https://www.desmos.com/calculator/q8mwzeylbk

Representation Game for closure

Reflection

Lesson Plan: V. Materials & Resources Reflection:  

• How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?
• Students are able to create their own word problem based on research of their favorite snack.
• How does your lesson meet Standard 2: Provide Digital Age Learning Experiences and Assessment?
• I used google docs for the students to fill out their worksheet and they used a graph website that they needed to screenshot into their google doc.
• How does your lesson meet Standard 3: Model Digital Age Work & Learning?
• Students worked together in the beginning with the teacher as an example problem that they filled out on their google doc and on their foldable that they created.
• How does your lesson meet all four elements of Standard 4:
• I gave students ample time to complete each station and they could ask their group for help, as well as the teacher. I started the lesson by going over how to use the equations that were needed and then I went over a general example with the group that they could refer back to. When students don’t need as much time, they could move on to their next station as needed.

Raw Chicken Pack: 1.5 pounds for $5.63

Canned Chicken: 10 ounces for $2.89