math unit one table of contents - city university of...

Math Unit 1 Bridges to Academic Success August 2013 Draft

Accelerating language, literacy and content learning for emergent

bilinguals with limited home language literacy

MATH UNIT ONE

TABLE OF CONTENTS

Section Document

1 Unit Plan

2 Activity Guides

3 Assessments

4 Worksheets

5

6

7

Word Bank

Word Wall

Sample Lesson Plans

1

Math Unit 1 Plan Bridges to Academic Success August 2013 Draft

Math Unit 1 Plan

2


Math Unit 1

Introduction

Math Unit 1 is scheduled to begin on September 16th. It begins with the phrasing and translation of the essential

question: “How and why do we measure our world?”

During Math Unit 1 warm-up time (10 minutes maximum), students measure outside temperature and plot it on

a x/y- axis graph. They do this throughout the unit and exhibit their graphs during the last week of the unit. They

set up the graph during Week 2 and will need a lot of practice on how to record the temperature on the y-axis

and the days of the month on the x-axis. In week 3, they will get quicker with the process so that it eventually

becomes a three-minute routine at the beginning of each class. In week 3, the warm-up for each class thus

consists of recording the temperature, followed by a five-minute vocabulary activity.

In Unit 1 the words fall into the following categories:

- measurement tools

- what do we measure?

- measurement unit

- verbs

Language objectives in Math Unit 1also aim to increase awareness about language patterns. For example,

students spend at least two weeks on practicing:

- long, longer, longest

- fast, faster, fastest

- heavy, heavier, heaviest

- hot, hotter, hottest

- short, shorter, shortest

etc..

Lesson Activities Common Core Standards

3


Number Sense, Measurement and Operations

Essential Question: How and why do we measure the world?

Week 1: Engage & Build Background

Week 2: Temperature, Length, x/y Graph, Operations (+, -)

1

Warm-Up View video clips that show people measuring things PK.OA: Understand addition as

adding to and subtraction as

taking from

K.OA: Understand addition as

putting together and subtraction as

taking apart

1.OA: Represent and solve

problems involving addition and

subtraction; Work with addition and

subtraction equations

1.MD: Measure lengths indirectly

and by iterating length units

2.MD: Measure and estimate

lengths in standard units; relate

addition and subtraction to length

Lesson Let students draw pictures about what they saw.

Translanguage Essential Question:

How and why do we measure the world?

HW addition/ subtraction worksheets

2

Warm-Up Read home-work out loud; pronunciation drill

Lesson Introduce measurement tool: ruler

Introduce measurement unit: centimeter


3

Warm-Up Draw a line that is 10 cm long

Lesson Use different colors to draw lines according to specific

instructions; then practice adding two lengths

Practice sentence frame “How long is this line?” + “This

line is 10cm long.”


4

Warm-Up Matching colors with names of colors

Lesson Introduce Cuisenaire Rods; use ruler to measure length of

rods (introduce decimal value); learn names of Rods

colors; use Rods to practice adding and taking away


5

Lesson Review of week : - review Week 1 word bank; complete

word wall

create drawings of some addition/ subtraction problems

measure length of paper, binder, pen in cm

Week 1

Assessment

- Spelling/ Vocab quiz

- feedback to home-work


Math Unit 1 Plan

4


6

Warm-Up Match pictures to warm, hot, cold - 7.RP.2.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.

- 2.MD.1: Measure length of an object

by selecting & using appropriate tools.

- 2.MD.3: Estimate lengths using units of

inches, feet, centimeters and meters.

- 2.MD.5: Use addition and subtraction

to solve word problems involving

lengths that are given in the same

units.

Lesson Teach student how to draw an X/Y axis graph, showing

temperature on Y and time on X. Mount model on wall.

Introduce measurement tool: thermometer

unit: degrees Fahrenheit; measure temperature, record.

HW Practice reading temperature on work-sheet

7

Warm-Up Measure and record temperature in graph

Lesson Students make a x/y-axis bar-chart graph and measure

the height of 5 students in class

Introduce measurement tools: Measuring tape, meter

stick, yardstick; Introduce unit: meter

HW Practice reading bar-chart

8


Lesson - Read out loud home-work + pronunciation drill

- Introduce units: foot, inch

- Measure various objects in class

HW Work-sheet that adds/ subtracts various units

9


Lesson - review Week 1 and 2 vocab

- review How long/ tall/ high? – questions

- review, compare and discuss home-work

HW More addition/ subtraction problems

10

Lesson Review of week + Assessment:

- Test on adding/subtracting lengths

- reading a thermometer

- reading a bar-chart

- vocabulary cloze

5


Week 3: Temperature, Length, Weight, x/y Graph, Operations (+,-, x)


11

Warm-Up Record temperature; Make groups (of students,

paperclips, chips etc.)

- 2.OA.3: Determine whether a group of

objects has an odd or even number of

members, e.g. by pairing objects or

counting them by 2s; write an

equation to express an even number

as a sum of two equal addends.

- 3.OA.1: Interpret products of whole

numbers, e.g., interpret 5x7 as the

total number of objects in 5 groups of

7 objects each.

Lesson

Use chips to show students how multiplication is repeated

addition; practice turning multiplication problems into

addition-only problems

HW Multiplication work-sheets (turn into addition-only)

12

Warm-Up Record temperature; match pictures to various

measurement tools

Lesson Introduce measurement tool: scale; unit: pound

Weigh various objects/ people in class, using subtraction

by letting one student stand on scale and lift object

HW Estimate “how heavy” work-sheet

13

Warm-Up Record temperature

Lesson Experiential Learning Activity: Set up stations where

students measure length, weight, etc.. (work-sheet 3.13)

HW Multiplication problems (making groups/ addition only)

14

Warm-Up Record temperature;

Lesson Complete measuring project from yesterday

HW Mixed addition/ subtraction/ multiplication problems

15

Lesson - Vocab. Review of Word Banks 1-3

- Review multiplication as repeated addition

- Make table for tool / what we

measure/ unit of measurement

Week 3

Assessment

- grade students’ measurement worksheets and homework

- vocabulary quiz (especially on measurement tools)

- assess how many problems students can solve in 15 minutes

6


Week 4: Number Sense, Time, Operations (+, -, x)


16

Warm-Up Record temperature ; Review Cuisenaire Rods colors - K.MD.1: Describe measurable attributes

of objects, such as length or weight.

Describe several measurable attributes

of a single object.

- K.MD.2: Directly compare two objects

with a measurable attribute in

common, to see which object has

“more of”/ “less of” the attribute, and

describe the difference.

- 2.MD.6: Represent whole numbers as

lengths from 0 on a number line

diagram.

- 2.MD.7: Tell and write time from analog

and digital clocks to the nearest five

minutes, using a.m. and p.m.

-

Lesson Use Cuisenaire Rods to teach < , >, bigger than, smaller

than, shorter than, longer than

HW < & > problem sets

17

Warm-Up Record temperature; Vocab warm-up on bigger than,

smaller than etc.

Lesson How do we measure time? make paper-clocks with

students and teach students how to read time;

Units: century decade, year, month, week, day, hour,

minute, second

HW Practice reading time work-sheets

18

Warm-Up Record temperature; Review the word “time” and “line”

Lesson Teach students how to make a time-line; start with a

time-line of their day in school, eventually expand to

time-line of their life.

HW addition, subtraction and multiplication work-sheets

19

Warm-Up Record temperature; read time

Lesson Calculate lapse of time between 2 events using time-

lines; “How long does it take?” work-sheet

HW add/ subtract/ multiply time-units

20

Lesson Quiz on reading time and making time-line

Week 4

Assessment

Grading of HW + Quiz

7


Week 5: Speed, Distance, Dividing by 2 and 4


21

Warm-Up Record temperature; How long does it take to walk/

bike/ drive from your house to school?

- 6.RP.3.b: Solve unit rate problems

including those involving unit

pricing and constant speed.

- 6.RP.3.d: Use ratio reasoning to

convert measurement units;

manipulate and transform units

appropriately when multiplying or

dividing quantities.

- 4.MD.1-3: Solve problems involving

measurement and conversion of

measurements from a larger unit to

a smaller unit.

Lesson What is distance & what is speed? Discuss speed limits.

Introduce Measurement Tool: stopwatch

Unit: meters per hour/sec

Use stopwatch to measure how many problem-sets

students can solve in 5 minutes.

HW Time-line exercise

22

Warm-Up Record temperature; How many minutes are in a

quarter hour? How many minutes are in half hour?

Lesson ELA: Using a stopwatch to measure speed + recording

data in table

HW How many minutes are in half hour, 1.5, 2.5, 3.5 hours…

23

Warm-Up Record temperature; practice dividing by 2 and 4.

Lesson Make table about length of flight time to NYC (or

school location), distance in miles; discuss time zones &

calculate what time it is in students’ home countries

HW Identify major cities and distance to capital on home

country map

24

Warm-Up Complete temperature graphs and display/ exhibit

Lesson Discuss coldest/ hottest day; have students work with

country maps to determine distances between major

cities/towns and hometowns

HW List distance results into table; identify longest/ shortest

distance

25

Lesson Review of tools, unit 1 vocab bank and unit 1 language

objectives

Week 5

Assessment

- End of Unit Exam

8


Week 6: Final Project – Distances on a Map


26

Warm-Up Introduce Project: Labeled map of home country +

distance between places; introduce google skills

- 3.NBT.1-3: Use place value

understanding and properties of

operations to perform multi-digit

arithmetic.

- 4.OA. 1-3: Use the four operations

with whole numbers to solve

problems.

Lesson Computer Room: Google Maps lesson, how to find out

directions and distance between places

HW Trace country map

27

Warm-Up Turn in traced country maps; review and build on

google skills

Lesson Complete research in computer room; print any

images to enhance country map

HW Operations worksheet

28

Warm-Up Sentence frames for map presentations

Lesson Students receive enlarged copies of traced country

maps, prepare for presentation, practice language

frames

HW Operations worksheet

29

Warm-Up Review sentence frames for presentation

Lesson Begin presentations and exhibit

Emphasize audience skills as much as presentation skills

HW Complete all unfinished homework

30 Lesson Complete Final Presentations

Have students give feedback and ask questions to

presenter

Week 6

Assessment

- Presentation of maps,

- temperature graphs,

- submission of all completed and corrected homework.

9


Activity Guide

Math Unit 1 Activity Guide: Temperature Graph

Unit 1 introduces students to various measurement tools while also training

students how to record the data that they measure. For the first six weeks,

students will measure the temperature in Fahrenheit at the beginning of class

and they will record it in a x-axis/ y-axis graph as follows:

Te

mp

era

tur

e

Time

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

SEPTEMBER

100°

90°

80°

70°

60°

50°

40°

30°

20°

10°

0°

10


Activity Guide

Here are some steps to follow:

The teacher provides a real thermometer (digital is ok, but mercury is

preferred) and mounts it outside the window. It is important that students

participate in the act of reading the thermometer.

The teacher models how to do this on a large flip-chart paper that gets

mounted on wall.

The teacher challenges students to do it as neatly as the model. At the

beginning of October, students set up a new graph and record the

temperature without the model.

When students begin a new graph in October, the teacher introduces the

fact that some countries measure the temperature in Celsius while others

prefer Fahrenheit. Give students the option of recording it in either

Fahrenheit or Celsius. At the end of October, compare the graphs and let

students see that they have the same shape even though the units are

different.

Initially (in September), the measuring of the temperature at the

beginning of class may take five minutes or more. In October, students

should be faster at recording the temperature in their graphs so that it is

possible to do another warm-up activity immediately after recording the

temperature.

Consider giving one student the job of reading the temperature and

rotate this job after one week.

Ask students occasionally what the coldest/ warmest day has been.

Get students to guess the temperature before reading it on thermometer.

Display the graphs at the end of October and consider rewarding the

neatest three graphs.

11

Math Unit 1 - Week 5 Assessment


Assessment

Name:__________________________________ Date: ___________________

1) Draw a time-line for Lisa's life. Make 1 year = 1cm.

Label the time-line:

a) Lisa was born in 2001.

b) Lisa's sister was born in 2004.

c) Lisa went to 1st grade in 2007.

d) Lisa came to America in 2011.

e) This is now (2013).

12



Assessment

2) Name five measuring tools.

Tool What does it measure?

Clock

Time

13



Assessment

3) I am 2 years old. How many days have I been alive?

Show your math

I have been alive for _________________________________.

4) What do we call this symbol?

=

14



Assessment

5) Circle the correct answer:

What time is it?

a) It is ten to nine.

b) It is 7:50 pm.

c) It is eight past ten.

d) It is 10 o'clock.


How many seconds are in two minutes?

a) 60

b) 100

c) 120

d) 140

15



Assessment

7) Complete the table:

Days Hours

1

2

48

72

4

120

8) How many seconds are in three minutes?


a) The sun moves around the earth.

b) The earth takes 1 day to move around the sun.

c) The earth moves around the sun.

d) The sun moves around the earth in one year.

16



Assessment


a) A meter is smaller than a centimeter.

b) An inch is bigger than a centimeter.

c) An inch is bigger than a foot.

d) A centimeter is bigger than a inch.

11) What time is it?

17



Assessment

12) Linda leaves her house at 8:30 a.m.

She arrives at school at 9:17 a.m.

How long did she travel?

She traveled for

13) I am in New York. I get on a plane at 5:15 p.m. and I fly to Atlanta.

I arrive in Atlanta at 8:10 p.m.

How long did I fly?

I flew for

14) When we measure how long something is, we call it LENGTH.

When we measure how heavy something is, we call it

___________________________________________________.

18

Math Unit 1 - Week 1 Lesson 4 Worksheet


Worksheet

Name: ________________________ Date:_______________

Measuring Length 2

How long is the nail?

How long is the pencil?

The nail is ____________________ long.

The pencil is ___________________ long.

19



Worksheet

Estimate how long each object is.

Circle the correct length

20

Math Unit 1 - Week 3, Lesson 13 Worksheet


Worksheet

Name: ________________________ Date:_______________

Measuring Length

Word Bank:

door

yardstick

meter

estimate

long

table

ruler

centimeter

measure

wide

wall

measuring

tape

inch

fit

tall

finger

measuring

stick

yard

draw

high

arm

board

foot

spread

between

21



Worksheet

Table 1: Yardsticks

Look at the yardstick. How long is one inch? Draw it here:

1) How many inches do you see on the yardstick?

The yardstick is ________________ inches long.

2) How long is the table?

The table is _______________ inches long.

3) How tall is the door?

The door is ________________ inches tall.

4) How many rulers fit on the yardstick?

______________ rulers fit on the yard stick.

5) How long is the wall?

The wall is __________ yards long.

6) What is longer? A measuring stick or a yardstick?

A _______________________ is longer than a ___________________ .

2

22



Worksheet

Table 2: Ruler

Look at the ruler. How long is a centimeter (cm)? Draw it here:

1) How many centimeters do you see on the ruler?

We see __________________ on the ruler.

2) Draw a line that is 12 centimeters long.

3) How long are your pencils?

________________’s pencil is ____________ centimeters long.

________________’s pencil is ____________ centimeters long.

4) How long are your middle fingers?

________________’s middle finger is __________ centimeters long.

________________’s middle finger is __________ centimeters long.

3

23



Worksheet

5) How many centimeters fit into four inches?

__________ centimeters fit into four inches.

6) How many centimeters are equal to four inches?

_________ centimeters are equal to six inches.

7) How long are your hands?

Our hands are _____________cm and _______________ cm long.

8) How wide are your hands?

Our hands are _____________cm and _______________ cm wide.

9) Draw a box that is nine cm long and four cm wide:

4

24



Worksheet

Table 3: Measuring Tape

1) How many centimeters do you see on the measuring tape?

We see __________ centimeters on the measuring tape.

2) How long are your arms?

_______________________’s arm is _________ cm long.

_______________________’s arm is _________ cm long.

3) How wide can you spread your arms?

________________ can spread her/ his arms ___________ cm wide.

________________ can spread her/ his arms ___________ cm wide.

4) How long is the Smart Board / Blackboard?

The board is ____________ cm long.

5) How high is the window?

The window is ____________ cm high.

6) How wide are your shoulders?

_________________’s shoulders are cm wide.

_________________’s shoulders are cm wide.

5

25



Worksheet

Table 4: Measuring Sticks

1) How tall are you?

___________________________ is ________ inches tall.

___________________________ is ________ inches tall.

2) How wide can you spread your legs?

_________________can spread his/her legs _____________ inches.

_________________can spread his/her legs _____________ inches.

3) How many inches are there between the door and the Smart

Board?

There are _________________inches between the door and the Smart

Board.

4) How many inches are there between your desk and the Smart

Board?

There are _________________ inches between our desk and the Smart

Board.

6

26



Worksheet

Name: ________________________ Date:_______________

Measuring Weight

Word Bank

flour

scale

grams

weigh

heavy

sugar

digital

kilograms

weight

light

beans

force

pounds

multiplication

balance

soil

measuring

stick

ounce

lift

force

paper-

clip

yardstick

times

height

gravity

27



Worksheet

1) How much do you weigh?

I weigh ____________________ kilograms.

I weigh ____________________ pounds.

2) Weigh 3 friends and complete the table

Name Weight in kilograms

1

2

3

4

2

28



Worksheet

3) Weigh the items on your table and complete the

table.

Item Weight in Pounds

1 Rice

2 Beans

3 Flour

4 Salt

5 Paper

3

29



Worksheet

4) List the items from light to heavy.

1. __________________________

2. __________________________

3. __________________________

4. __________________________

5. __________________________

5) Whose book bag is the heaviest?

________________________________________________

4

30



Worksheet

Name: Date:

Telling Time

One o’ clock

What time it is?

1

31



Worksheet

Some friends go play soccer at Riverside State Park after school

2

32



Worksheet

From Bronx International High School they must

Walk to the Bx21 1 minute

Ride on Bx21 to 149street 15 minutes

Wait for a transfer to Bx19 for 10 minutes

Ride on Bx19 to the park for 30 minutes

How many minutes does it take to get to the park?

How long does it take? 3

33



Worksheet

How long does it take?

How long does it take to go from your school to your house?

How do you go? How many minutes does it take?

How long does it take to go from your house to Grand Central

Station?

How do you go? How many minutes does it take?

4

34



Worksheet

5 How long does it take?

You visit your aunt in Jamaica, Queens. How long does it take

to get to her?

How do you go?

How many minutes does it take?

35


Math Unit 1 Worksheet Bridges to Academic Success August 2013 Draft

1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000

The 20th Century

36

Math Unit 1 Word Bank Bridges to Academic Success August 2013 Draft

Week 1 Word Bank

hot cold warm add plus

equals ruler centimeter long line

how long blue red green yellow

black rods purple orange white

dark light brown draw see

think measure color world why

37


Week 2 Word Bank

picture axis graph temperature degree

time thermometer height length distance

foot inch millimeter How tall? heat

subtract tool How high? meter count

38


Week 3 Word Bank

group paper-clip times multiplication pound scale

weight heavy each inside outside height

weather measuring

stick

yardstick measuring

tape

use draw

39


Week 4 Word Bank

clock century decade year month week

day home minute second sun earth

how long

does it take?

double divide late early what time is

it?

bigger than smaller than shorter than heavier than longer than taller than

40


Week 5 Word Bank

fast

slow distance speed divide capital

half quarter fly flight plane away

far travel walk bike drive direction

41


Unit 1: Week 6 Word Bank (Review)

long

short fast slow high big

small low calculate estimate

exactly straight

42

! "!

hot

4343

bschroder

Typewritten Text

bschroder

Typewritten Text

bschroder

Typewritten Text

Math Unit 1 Week 1 Word Wall

bschroder

Typewritten Text

bschroder

Typewritten Text

! #!

! !

cold

4444

! $!

! !

warm

4545

! %!

! !

add

4646

! &!

! !

plus

4747

! '!

! !

equals

4848

! (!

! !

ruler

4949

! )!

! !

centimeter

5050

! *!

! !

long

5151

! "+!

! !

line

5252

! ""!

! !

how long

5353

! "#!

! !

blue 5454

! "$!

! !

red 5555

! "%!

!! !

green 5656

! "&!

!! !

yellow 5757

! "'!

!! !

black 5858

! "(!

!! !

rods 5959

! ")!

!! !

purple

6060

! "*!

!! !

orange

6161

! #+!

!! !

white

6262

! #"!

!! !

dark 6363

! ##!

!! !

light

6464

! #$!

!! !

brown 6565

! #%!

!! !

draw 6666

! #&!

!! !

see 6767

! #'!

!! !

think 6868

! #(!

!! !

measure

6969

! #)!

!! !

color 7070

! #*!

!!!

world !

7171

! $+!

!!!

why

7272

! "!

picture

7373

bschroder

Typewritten Text

bschroder

Typewritten Text

Math Unit 1 Week 2 Word Wall

bschroder

Typewritten Text

! #!

! !

axis

7474

! $!

! !

time

7575

! %!

! !

foot

7676

! &!

! !

inch

7777

! '!

! !

subtract

7878

! (!

! !

tool

7979

! )!

! !

temperature

8080

! *!

! !

graph

8181

! "+!

! !

degree

8282

! ""!

! !

how tall?

8383

! "#!

!! !

millimeter

8484

! "$!

!! !

how high?

8585

! "%!

!!!!! !

thermometer

8686

! "&!

!! !

meter

8787

! "'!

!! !

height

8888

! "(!

!

length !

8989

Math Unit 1 Lesson Plan Bridges to Academic Success August 2013 Draft

Math Unit 2

WEEK_1_ LESSON # _4_ FOCUS: Math Symbols

Unit Essential Question: How do parts make up a whole?

Weekly Focus Question: How do we use “Math language” to talk about the world?

Daily Objectives:

Content: What is a symbol?

Language:

What do we call this symbol?

We call this symbol ________?

What do we use this symbol for?

We use this symbol for ___________ .

This story is about _____________ .

VOCABULARY: What will students do with the words and

how? Consider new words and/ or review words and word parts.

Students will be able to distinguish the names we use for mathematical operations and the symbols we use in mathematical expressions.

addition, subtraction, multiplication, division

plus, minus, times, divided by, equal(s)

symbol

1. WARM UP

Motivate, review yesterday’s learning, prepare for today’s learning

5 minutes individual /partners/ group

REVIEW: VOCAB or PRACTICE LANGUAGE NEW: BUILD BACKGROUND

Students chorally count in twos. Teacher signals “thumbs up” to make students count up; when teacher shows “thumbs down,” students have to count backwards (in twos).

2. CONNECT

Show, read and explain today’s objectives & link past to present learning

Explain or have student’s predict how today’s lesson supports the EQ or Focus question

1 minute whole class

We have done a lot of work in Math; today we want to make sure

we can pronounce and spell all our Math symbols. Can somebody tell me: “What is a symbol?”

Explain to students that a symbol is a picture that tells us what to do.

If students have the language capacity, let them know that a symbol stands for (represents) something particular.

3. PRESENT and MODEL

Present new content and language frames (if used)

Demonstrate how to perform the task that students need to do in

step 4 (*focus on

modeling disciplinary

thinking)

5 - 10 minutes whole class

Go through Symbols power point together. Let students practice

language through choral repetition. Use the language frames listed above and make sure they are posted on the board/ wall.

Then model three word problems and ask students if the stories are

about multiplication, division, addition or subtraction. Write each sentence on board with words, then with symbols.

90


4. INTERACT

Students interact with activities and each other to meet objectives

This is bulk of the class & where most learning happens

Encourage students to use new vocabulary and language frames

20-30 minutes individual/ partners/ group

In partners, let each pair come up with their own story for each of

the four operations, then present it to the class and explain whether it

is a story about addition, subtraction, multiplication or division. Write the English sentences and Math expressions on the board.

4. REVIEW and ASSESSMENT

Review of lesson with input from students

Ask students to share what they have learned today

Assess individual learning

Connect to EQ or FQ

5 - 10 minutes whole class/ group / individual

Orally review the four operations and their corresponding symbols by using today’s language frames (listed above and on board). Then cover up the language frames on board and give each student an exit slip. In random order, ask students questions such as –

“What symbol do we use for addition?”

“What do we call this symbol?” (draw ÷)

1 Lesson Plan format was adapted from Echevarria, Vogt, & Short. 2013. Making Content Comprehensible for English

Learners: The SIOP Model

91


Math Unit 1

WEEK_4_ LESSON # _17_ FOCUS _____Measuring Time_____________

Unit Essential Question: How and why do we measure the world?

Weekly Focus Question: How do we measure time?

Daily Objectives:

Content: Equivalence among units of time

Language:

1) There are _______ in ________ .

(e.g. There are 365 days in 1 year.)

2) How long does it take to __________ ?

It takes _________ to __________ .

VOCABULARY: What will students do with the words and

how? Consider new words and/ or review words and word parts.

Students will be able to state the relationship between various units of time, using the language frame “There are ___ in ___” and the vocabulary: century, decade, year, month, week, day, hour, minute, second.

1. WARM UP

Motivate, review yesterday’s learning, prepare for today’s learning

10 minutes individual /partners/ group

REVIEW: VOCAB. or PRACTICE LANGUAGE NEW: BUILD BACKGROUND

- How many minutes are in one hour? - How many minutes are in two hours?

2. CONNECT

Show, read and explain today’s objectives & link past to present learning

Explain or have student’s predict how today’s lesson supports the EQ or Focus question

1 minute whole class

In Social Studies you learned that the earth turns around the sun and

that the earth also turns around itself. That’s why we have day and night. Today we are going to learn to write Math sentences about it.

3. PRESENT and MODEL

Present new content and language frames (if used)

Demonstrate how to perform the task that students need to do in

step 4 (*focus on

modeling disciplinary

thinking)

5 - 10 minutes whole class

Get one student to be the sun and another student to be the earth.

Let students show what they remember from Social Studies class.

Help students simulate earth-sun rotation and remember to let earth

turn around its own axis. Ask students, “How long does it take for the

earth to go around the sun?” “How long does it take for the earth to

turn around itself?” Write out the sentences on board; then write the corresponding equations next to each sentence, for example:

24 hours = 1 day

365 days = 1 year.

4. INTERACT 20-30 minutes individual/ partners/ group

92


Students interact with activities and each other to meet objectives

This is bulk of the class & where most learning happens

Encourage students to use new vocabulary and language frames

Present the word wall (year, decade, century, month, week, day,

hour, minute, second) and have students log the HL translation of these words in their WORD STUDY books.

Then challenge students to write up as many equations as they can

think of. Let each group present in turn, always letting one student write out the English sentence and another student the equation.

5.REVIEW & ASSESSMENT

Review of lesson with input from students

Ask students to share what they have learned today

Assess individual learning

Connect to EQ or FQ

5 - 10 minutes whole class/ group / individual

Give students an exit slip. Ask them to write down the number of decades, years, months and days they have been alive.

1 Lesson Plan format was adapted from Echevarria, Vogt, & Short. 2013. Making Content Comprehensible for English Learners:

The SIOP Model

93

Math Unit 1- Week 5 lesson 22 Worksheet


Worksheet

Name: ________________________ Date:_______________

Measuring Time

Word Bank

hand

time

minute

leaning

long

arms

stopwatch

second

blinking

short

leg

book bag

half

hold

fast

speed

wall

start

stand

slow

breath

chair

stop

spread

invisible

94



Worksheet

Table 1:

How long can you look without blinking

Name Time he/she can look without blinking

1

2

3

4

5

2

95



Worksheet

Table 2:

How long can you hold your breath?

Name Time he/she can hold their breath

1

2

3

4

5

3

96



Worksheet

Table 3:

How long can you stand on one leg?

Name Time he/she can stand on one leg

1

2

3

4

5

4

97



Worksheet

Table 4:

How long can you spread your arms and hold book bags in

each hand?

Name Time he/she can spread arms

1

2

3

4

5

5

98



Worksheet

Table 5:

How long can you sit on an invisible chair, leaning against

the wall?

Name Time he/she can sit

1

2

3

4

5

6

99



Worksheet

Table 6:

How fast can you solve 20 addition problems?

Name Number

completed

Number

correct

Time

1

2

3

4

5

Table 7:

How fast can you solve 20 subtraction problems?

Name Number

completed

Number

correct

Time

1

2

3

4

5

7

100

math unit one table of contents - city university of...

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