Standards and Backwards Mapping
Preet Khinda
Module 5: Unit 1: Activity 2
I am going to teach mathematics to
grade 7, 8 in AL Rayan International school, Accra, Ghana. I have not started
my training as yet. They do not have set defined standards for the middle
school. They have topics which need to be defined into standards. Therefore,
going through their curriculum, I have chosen Various topics need to be covered
and looked for a standard defining those topics clubbed together. These are the
standards that I will be incorporating in my teaching. My source for this
standard is Common
Core standards that will be effective in all North Carolina schools.
Solve multi-step real-life and
mathematical problems posed with positive and negative rational numbers in any
form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between
forms as appropriate; and assess the reasonableness of answers using mental
computation and estimation strategies.
The reason I have chosen this particular standard is
because everyday in nearly everything we do, we use conversions from percentage
to fractions to decimals. Whether we are
cooking and we have to check the quantity of ingredients, or we are travelling
and we think about distance (how much covered and where we have reached) or
even when we are working, we use these conversions in our minds all the time.
For example, I have a recipe for one-pound cake but I want to make a smaller
one. So I need to see what fractions of ingredients will I use and convert that
fractions into the weight of the ingredient. Or If a woman making $25 an hour gets a 10%
raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a
new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the
center of a door that is 27 1/2 inches wide, you will need to place the bar
about 9 inches from each edge; this estimate can be used as a check on the exact computation.
Thus, I feel that it is very essential for one and all to be
very proficient in the goals achieved by this particular standard.
Proficiencies that the students will be able to
achieve after completion of this standard
1.
Understand
Decimals, fractions and percentages and estimation.
This
will be a mind refreshing lesson. This will tell me exactly how much my
students already know and are clear about. And also, if there is a need to give
them extra time and explanantion to explain one or all the kinds of rational
numbers. Estimation strategies for calculations with fractions and decimals
extend from students’ work with whole number operations. Estimation strategies
include, but are not limited to:
a.
front-end
estimation with adjusting (using the highest place value and estimating from
the front end making adjustments to the estimate by taking into account the
remaining amounts),
b.
Clustering
around an average (when the values are close together an average value is
selected and multiplied by the number of values to determine an estimate),
c.
rounding
and adjusting (students round down or round up and then adjust their estimate
depending on how much the rounding affected the original values),
d.
using
friendly or compatible numbers such as factors (students seek to fit numbers
together - i.e., rounding to factors and grouping numbers together that have
round sums like 100 or 1000), and
e.
Using
benchmark numbers that are easy to compute (students select close whole numbers
for fractions or decimals to determine an estimate).
2.
Proficiently
convert between the three.
Students should be able to convert simple fractions and
percentages into decimals mentally.
Students should be able to convert complex fractions and
percentages into decimals to compare.
3.
Perform
different mathematical operations using conversions in any one form and
estimating mentally.
Students should be able to perform any and all operations
once they are proficient in conversions. They should also be able to estimate
the answers where required.
FOR EXAMPLE: Three
students conduct the same survey about the number of hours people sleep at
night. The results of the number of people who sleep 8 hours a nights are shown
below. In which person’s survey did the most people sleep 8 hours?
• Susan reported that
18 of the 48 people she surveyed get 8 hours sleep a night
• Kenneth reported
that 36% of the people he surveyed get 8 hours sleep a night
• Jamal reported that
0.365 of the people he surveyed get 8 hours sleep a night
SWBATD: they will
themselves be able to convert all the three scenarios into percentages and then
compare and give an appropriate answer.
Assessments
that will help you know students are meeting the standard
1.
Exercise from the book. Certain
questions to be solved in the class and rest finished at home. This will give
me an idea as to how well the lesson is getting through to the students and is
there a reason to change my lesson plan.
2.
Individual
project to be prepared on the said topic, showing the relationship between
different formats of rational numbers, to be submitted at the end of the Unit .
3.
A quiz prepared and delivered by the
student groups. The class will be divided into 4 groups of fives. And every
group will find one question on the topic that is related to daily life, to be
asked to the other three groups. And then explain what it means to them to the
rest of the class.
Learning experiences or activities you
will use to help students meet the standard
1.
Bingo
To
help the students understand the Conversions and the process, I will prepare a
bingo Game that the whole class can do it as an activity and later have a
discussion in the class to check the answers. This will give a clear idea to
both me where all the students stand and to the students as to how much they
have understood.
2.
Flash cards
Flash
cards are a fantastic resource for individual practice and a practice with
peers, at school or at home. They are small and could be carried everywhere.
They can be used as a group activity wherein the students can play this in the
class with the student sitting next to them. This will lead to peer to peer
discussion and in case anyone has not understood any part of it , the
discussion will clarify it more.
This
can be given as a home exercise.
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