LESSON PLAN TOPIC: Test Review                 TITLE: Team Math

AUTHOR: Cathy Brown

GRADE: 9-12                                                 Integrated Discipline(s): Reading/Writing and Mathematics

8.4.1 By the end of the eighth grade, students will identify information gained and complete tasks through listening.

12.6.1 By the end of twelfth grade, students will graph and interpret algebraic relations and inequalities.

12.6.2 By the end of twelfth grade, students will solve problems involving equations and inequalities.

12.6.3 By the end of twelfth grade, students will solve problems involving systems of two equations, and systems of two or more inequalities.

12.6.4 By the end of twelfth grade, students will solve problems using patterns and functions.

1. Students will be able to define problems by listening to problems read aloud by the teacher.

2. Students will be able to solve problems. (note objectives will be more specific depending on subject of test material

     being studied)

• Participation in class discussion will be part of overall class participation grade.

• Points are given for right answers, showing work, neatness, correcting another teams answer (steal), following directions.

• Points subtracted for teams who disrupt while I am giving problems, constantly talk, or don't follow directions.

• Further assessment through class grade on subsequent tests….

MATERIALS:

• Chalkboard, chalk, erasers, scratch paper, pencils

PROCEDURES: Pick teams (at first me, later student selected) When giving the problems to the people at the board, do not repeat the question. This makes the whole team listen and write down the problem.

Test next lesson. This activity will help you prepare…..

Vocabulary

None--

Activities

1. Divide students into groups of 4 or 5
2. Each group numbers off 1-5 within themselves.
3. The teacher calls off a number(1-5) and the student in each group with that number goes to the board under his/her teams name.
4. The teacher gives a problem to each team to solve.
5. Team members are to help the person at the board and not allow the person to sit down until the team agrees on the answer.
6. Once the person sits down, the answer CANNOT be changed.
7. After everyone is seated, everyone is allowed to scan the board and STEAL points if an answer is wrong. If more than one team wants to steal, the teacher can have them draw straws or pick numbers to see who gets a chance at the steal first.
8. When stealing an answer, the original answer cannot be erased. The new answer is to be written below or to the side. Points are given for right answers, showing work, neatness, correcting another teams answer(steal), following directions.
9. The teacher calls off another number and the next set of students goes to the board to work a problem etc. The teacher DOES NOT at anytime offer assistance to a person at the board.

• Clear, concise instructions

• Use of visuals

• Modeling of expectations

• Repeating of instructions

• Model a variety of problem solving strategies.

• Assist students to develop criteria for choosing a strategy

• Apply reading comprehension strategies to problem solving (i.e. deciding what the main idea is and what information is extraneous to the problem).

• Use simpler problems of the same type to model methods.

• Encourage students to represent problem in pictorial or other visual form before attempting solution.

• Focus students' understanding of algebraic symbols as representing real numbers or operations.

• Permit extended time for problem solving, including pre-solution stage trial and error.

• Teach prediction and estimation skills.

• Consider the use of pictorial flow charts to plan strategies before setting up equations.

• Other modifications as needed by IEP in consultation with the special education teacher

We’ll see what you learned today as the class progresses for the rest of the year…

Karen Riggins, Churchill County Junior High; Fallon, NV http://www.col-ed.org/cur/math/math44.txt

Ideas for helping students with special needs in mathematics at http://www.bced.gov.bc.ca/specialed/landbdif/42.htm