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MUC Standard LESSON PLAN<br />TEACHER _Becky Hill & Alisa Miller  Date  March 28, 2010_  _____<br />TOPIC/SUBJECT __Mayan Math                  ______________________<br />STUDENTS’ DESCRIPTIONS: (What are the students’ ages and grade level(s)? Be sure to describe demographic descriptors (urban, rural, suburban), socioeconomic status, exceptionalities, gender, language skills (ESL), cultural diversity, and any other unique features of your class, e.g. learning styles.)<br />The class is a 6th grade classroom ages 10-12 in a suburban area with students’ socioeconomic statuses consist of mostly middle class income and blue collar workers.  The class consists of 28 students 16 boys and 12 girls. The class is mostly White (Western European), several African Americans, Hispanics, and Asians. ___________________<br />STANDARDS/CURRICULUM OUTCOME(s): (What learning outcome(s) from the mandated curriculum does<br />this lesson address? Please include age(s)/grade level(s) and source(s).)<br />Math: Grade 4 Number, Number Sense, and Operation Standard Indicator 2- Use place value structure of the base-ten number system to read, write, represent and compare whole numbers through millions and decimals through thousandths.                  Ohioorc.org<br />If needed, I.E.P. quotes and resulting modifications should be italicized or highlighted throughout the plan.<br />OBJECTIVE (s): (What will students be able to do by the end of the lesson to show they have learned what you Intended them to learn?)<br />Students will be able to compare and contrast the base-ten number system with the Mayan base-twenty number system by reading writing, and representing Mayan numbers and interpreting at least 2 Mayan numbers into standard base-ten number system.  Students will be able recognize, write, and read base-twenty numbers in the Mayan number system at a 75 percentage rate.   Students will be able to articulate differences between different base systems. _________________________<br />EVALUATION: (What tool(s) will you use to gather and record information to show that your students learned the objective(s)?)<br />Students will be evaluated through several forms of evaluation throughout the entire unit.  <br />,[object Object]
Students will also be evaluated throughout the presentation of  the lesson to help the teacher ensure that students are comprehending the material being presented.  This will be done informally through an online poll website called polleverwhere.com
This lesson includes activities throughout the entire unit such as worksheets (attached), group participation, and classroom discussion. Students should all be encouraged to participate evaluated on the quality of their participation. This informal evaluation will help the teacher to gain an understanding of students comprehension levels.
Lastly, at the completion of the unit students will have a formal evaluation of a unit test that will be paper based (attached).PROCEDURES (Set, presentation, application, and closure): (How will you introduce the lesson? What is the <br />sequence of the approach of the lesson you will use? Describe the closing procedure to help students focus on the key<br />points of the lesson.)<br />Note: The day prior to starting this unit the teacher should have students complete the pre-test to gather an understanding of students’ knowledge of the base-ten number system. Given that students lack an understanding of the base 10 system, the <br />Day 1:<br />Connection to Prior Experiences: Students should be somewhat familiar with the base-ten number system <br />Attention-getter (1-5 minutes)-As the class enters, have the Number Base Presentation on the board. The first slide should be up for students and should have a question on it along with the instructions and outline for the day. Students should following the instructions on the board and be working on figuring out the question upon entering class. Students are to: <br />,[object Object]
Pick up notes and handouts for the day which should be setting on the front table.
Then students should respond to the polleverywhere.com

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