Teacher: D. Luce
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson –March 22, 2010
Objectives: TAKS Test Strategies and TAKS Formula Chart Review
Content: SWBAT use test taking strategies and the calculator to solve TAKS questions from
Objectives 1, 2, 3, 4 and 5.
TEKS: A.1.A: Independent and Dependent Quantities; A.1.D: Tables, graphs, diagrams, verbal:
equations & inequalities; , A.1.E: Interpret & make inferences from functional relationships; A.2.C: Interpret
situations in terms of given graphs; A.3.B: Patterns and represents algebraically; A.4.A: Manipulate
Symbols: find values, equations, factoring; A.4.B: Simplify: commutative, associative, & distributive; A.5.C:
Algebraic, tabular, graphical, or verbal: linear functions; A.6.E: Intercepts of linear functions, graphs, tables
and algebra; A.6.G: Direct Variation to linear functions & proportional change; A.8.B: Solves systems of
linear equations: algebra, graphs, tables; A.11.A: Laws of exponents & applies them in problem solving.
Language The student will be able to describe verbally how to use the calculator to solve TAKS
problems.
Vocabulary:
Content Specific function, range, domain,
Related
Materials:
TAKS Formula Chart, Calculator Jeopardy Game, dry erase markers, whiteboards
Activities:
Warm-Up SW answer 2 TAKS problems and practice using ruler on Formula Chart to measure
lines
ENGAGE TW motivate students for upcoming TAKS Test. Teacher will introduce incentive prize
for scoring at least a 2100 on TAKS test and incentive prize for coming to tutoring.
EXPLORE N/A
EXPLAIN: TW show students Blackboard links to TAKS practice items. TW show students links
to Calculator Videos to help students remember the steps for solving problems with the
calculator. TW show students links to interactive study guides. TW tell students they need to
bring TAKS workbooks and folder to class every day starting tomorrow. TW review illustrated
formula chart with students and compare to items on TAKS Formula Chart. TW tell students that
they will have a test on Tuesday coving the formula chart.
Guiding Questions:
1) What formula do you use to find volume of a cube?
2) What formula would you use to find the length of a diagonal of a rectanlge?
3) What formula would you use if you have the length of one side of a right triangle and you want
to find the lengths of the other 2 sides?
ELABORATE: SW will play Calculator Jeopardy to review calculator strategies for solving TAKS
problems..
EVALUATE TW observe and monitor students as they work TAKS problems.
WICR Strategies are used throughout the lesson.
Teacher: D. Luce
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson – March 23, 2010
Objectives: Demonstrate Mastery of Understanding how to use the TAKS Formula Chart to
Solve Problems.
Content: SWBAT demonstrate mastery of understanding how to use the TAKS Formula Chart
to Solve Problems.
TEKS: Various TEKS related to TAKS Formula Chart
Language The student will be able to describe in writing the formulas necessary to solve various
problems.
Vocabulary: Content Specific prism, cylinder, octagon, regular polygon, volume, surface area,
area, diagonal
Related Base, height, measurement
Materials: TAKS Formula Chart, Formula Chart Test, TAKS workbooks.
Activities:
Warm-Up SW answer 2 TAKS problems.
ENGAGE N/A.
EXPLORE N/A
EXPLAIN: N/A
ELABORATE: SW work with partners on their weak objectives in their TAKS workbooks after
they have finished taking the Formula Chart test
EVALUATE SW demonstrate mastery of TAKS Formula Chart by taking a Formula Chart Test.
WICR Strategies are used throughout the lesson.
Teacher: D. Luce
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson – March 24, 2010
Objectives: TAKS Test Strategies and Calculator Strategies
Content: SWBAT use test taking strategies and the calculator to solve TAKS questions from
Objectives 1, 2, 3, 4 and 5.
TEKS: A.1.A: Independent and Dependent Quantities; A.1.D: Tables, graphs, diagrams, verbal:
equations & inequalities; , A.1.E: Interpret & make inferences from functional relationships; A.2.C: Interpret
situations in terms of given graphs; A.3.B: Patterns and represents algebraically; A.4.A: Manipulate
Symbols: find values, equations, factoring; A.4.B: Simplify: commutative, associative, & distributive; A.5.C:
Algebraic, tabular, graphical, or verbal: linear functions; A.6.E: Intercepts of linear functions, graphs, tables
and algebra; A.6.G: Direct Variation to linear functions & proportional change; A.8.B: Solves systems of
linear equations: algebra, graphs, tables; A.11.A: Laws of exponents & applies them in problem solving.
Language: The student will be able to describe verbally how to use the calculator to solve TAKS
problems.
Vocabulary: Content Specific function, range, domain,
Related
dimension, base, area
Materials:
Calculator Jeopardy (Released TAKS Questions), TAKS formula charts, dry erase markers,
whiteboards
Activities:
Warm-Up SW answer 2 TAKS problems..
ENGAGE
N/A.
EXPLORE: N/A
EXPLAIN: TW review results of formula chart test and motivate students to remediate test if
necessary. TW tell students that there will be another formula chart test closer to the TAKS test to
make sure they understand how to use the formula chart. TW stress to students that if they know
how to use the formula chart to set up the problems and the calculator to solve problems they will
pass the TAKS test.
TW have students continue to play Calculator Jeopardy Game, picking up where students left off
on Monday. TW review calculator strategies with students as necessary
ELABORATE: SW work with group members on their weak objectives in their TAKS workbooks
after they have played a short game of Calculator Jeopardy.
EVALUATE TW observe and monitor students as they work problems.
WICR Strategies are used throughout the lesson.
Teacher: D. Luce
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson –March 25, 2010
Objectives: Properties and attributes of functions.
Content Objective: SWBAT demonstrate an understanding of the properties and attributes of
functions.
TEKS: 111.32.A.3.A use symbols to represent unknowns and variables; 111.32.A.3.B look for patterns
and represent generalizations algebraically and 111.32.A.4.A find specific function values, simplify
polynomial expressions, transform and solve equations, and factor as necessary in problem situations;
111.32.A.4.B use the commutative, associative, and distributive properties to simplify algebraic expressions;
and
Language: SWBAT describe verbally the steps needed to solve Objective 2 TAKS problems.
Vocabulary:
Content Specific
parent function, domain, range, graphs, correlation, scatterplot, commutative property,
associative property, distributive property,
Related
Materials:
Mastering TAKS Card Game- A.4.A, A.4.B, A.3.A & A.3.B (Webcat questions made into card
game), Dice
Activities:
Warm-Up: SW answer 2 TAKS problems..
ENGAGE TW tell students they are going to play a card game with their group mates. The
winner will get bonus points to redeem for prizes.
EXPLORE: N/A
EXPLAIN: TW review game directions for Mastering TAKS card game. Each student will roll
the dice to determine how many points they can earn for the next question. They will pick a card
containing a TAKS question. Each student will work problem independently. After they are
finished they will compare answers. They can challenge group mate if they feel their answer is
right. The student winning the challenge gets not only his points but the points of the challenged
student.
ELABORATE: SW work with group members on their weak objectives in their TAKS
workbooks after they have played Mastering TAKS Card Game covering Objective 2 questions.
EVALUATE TW observe and monitor students as they work problems
WICR Strategies are used throughout the lesson.
Teacher: D. Luce
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson – March 26, 2010
Objectives:. TAKS Test Strategies, Calculator Strategies and vocabulary review
TEKS: A.1.A: Independent and Dependent Quantities; A.1.D: Tables, graphs, diagrams, verbal:
equations & inequalities; , A.1.E: Interpret & make inferences from functional relationships; A.2.C: Interpret
situations in terms of given graphs; A.3.B: Patterns and represents algebraically; A.4.A: Manipulate
Symbols: find values, equations, factoring; A.4.B: Simplify: commutative, associative, & distributive; A.5.C:
Algebraic, tabular, graphical, or verbal: linear functions; A.6.E: Intercepts of linear functions, graphs, tables
and algebra; A.6.G: Direct Variation to linear functions & proportional change; A.8.B: Solves systems of
linear equations: algebra, graphs, tables; A.11.A: Laws of exponents & applies them in problem solving.
Vocabulary:
Content Specific
parent function, domain, range, graphs, correlation, scatter plot, commutative property,
associative property, distributive property,
Related
Math operation vocabulary indicators
Materials:
Vocabulary Operation Indicator Cards, Graphic Organizer, Big Wheel Game, Released TAKS
questions
Activities:
Warm-Up SW answer 2 TAKS problems..
ENGAGE N/A
EXPLORE SW sort TAKS vocabulary words math operation indicator cards according math operations
they suggest.
EXPLAIN: TW review operation indicator words and help students fill out graphic organizer. TW lead
students in a game using Released TAKS questions practicing calculator skills for TAKS Obj 1 through 5
using the Big Wheel, (like wheel of fortune).
ELABORATE SW work with group members on their weak objectives in their TAKS workbooks
after they have played Big Wheel Game using Released TAKS questions to practice Calculator
Skills.
EVALUATE TW observe and monitor students as they work problems.
WICR Strategies are used throughout the lesson.