Brain Targeted Teaching Learning Unit Group B Alisha Isable, Morgan Showalter, Kim Farley

1. Brain Targeted Teaching Learning Unit Group B Alisha Isable, Morgan Showalter, Kim Farley

2. 1.  Greet students at the door, with a smile and upbeat attitude, and. . .the password of the day – inequalities. (They will need it when they leave). • 2.  Have the daily objective written on the board. It should be in the same spot every day. • 3. Pinch cards < Less than ok = Equal to ok > more than ok

3. Conduct a brain storming session -Write the student’s answers on the board where you always right these types of answers.  Ask the students what they know about inequalities.  Allow for all possible definitions and time to explore meanings of social inequality. Positively reinforce all attempts to answer. Lead the conversation into the subject of math inequalities.  

4. For instance. . .divide the students into small groups. Explain that they are to show us inequality without words. They can use paper and writing instruments as well. Give them on a short time to come up with a solution. • Show a visual art example that depicts “inequality”.

6. Introduction to Translating • Place a variety of phrases in other languages on the board (ex: hola, como estas, adios, uno..dos..tres, etc.). Have students translate the phrases.   • Then place popular symbols (peace sign, heart, etc.) on the board, ask students to tell the meaning of the symbols.   • Finally, place mathematical symbols on the board. Have students translate these. • Explain that Algebra - is like taking a statement and writing it in a different language.  Instead of written words,  this language uses numbers, symbols, and letters.

7. The environment will contain items that are natural, organic, and alive.  It will also help to reduce stress and promote a peaceful feeling (BT1) A fish-tank is a good idea.  The students will be able to volunteer for the various jobs necessary to maintain the tank.  Potted plants could also be used.

8. Create a reading area with a small library. The books should pertain to math but should also include literary classics and books students “should” read before they leave high school.   • Create an area that contains extra-credit extension assignments.  Students who are able to finish early can utilize these assignments.   • Have an area on the wall that displays images and information about a famous mathematician. Change it often. Be sure to highlight the contributions of women, minorities, and contributions from various cultures and times in history.  Also try to display someone who contributed to the particular topic being taught • Display student work from the current unit.   • Use floor lamps to create a more interesting lighting environment. • Create a display of felt algebraic inequality equations.  All of the parts can therefore be moved around.  After the students are introduced to the lesson they will be able to rearrange the equations. • Create word wall for the unit as well as student mini resource booklets

9. Students will demonstrate, through a variety of activities, their ability to write, solve, and applyalgebraic inequalities to solve real-world problems.

11. g L

13. Writing Inequalities: • Students will demonstrate their … • understanding of inequality symbols. • ability to translate verbal phrases into algebraic inequalities. • ability to write inequalities for real-world problems.

14. Solve Inequalities:Students will demonstrate their… understanding of solutions for inequalities as infinite. ability to solve one step and two step inequalities. ability to solve real world problems by finding the unknown in an inequality.

15. Vocabulary activities • Illustrate vocabulary on note cards • (www.lonestarlearning.com, Get the Picture - Target Vocabulary Pictures) • Play memory with the note cards • Play jeopardy • Chapter readiness quiz on the computer

16. Writing Inequalities • Create bingo cards with inequalities and statements • Act out the inequality • Matching game • Play “I have who has” I have … 3 > x _______________ Who has… two minus a number is greater than or equal to 10

17. Solving Inequalities • Students work in teacher groups either explaining how they solved the equation or asking others to give them the steps to solve. • Using a balance, solve an inequality • Draw solutions using a balance • Walk around the room solving equations where each solution has a letter assigned that spells out the answer to a riddle.

18. Activity 1 = investigation= Is it cheaper to buy or cook dinner every night for a family of 4? Choose a dinner from a menu and determine the cost for a family of 4. Find a recipe for the same dinner Create a shopping list Go to the store and price the items Create an inequality comparing the home made dinner to the restaurant dinner. total cost of Groceries (<,>,= ) total cost of 4 dinners

19. Planning a trip on a budget of $200 • Students choose a place they would realistically like to visit • Students research the location to complete a spread sheet including • Travel expenses (plane, train, rental car, gas) • Lodging expenses • Food expenses (breakfast, lunch, dinner, snacks) • Activities

20. Students write an inequality for the project • Travel + lodging + food + activity (s) < or = $200 • Students will write inequalities under each of the categories to represent how the money will be dispersed • Cost per gallons/miles per gallon = cost/mile x miles > $____ • Based on research and their spread sheet, students begin to assign specific $ amounts to each category. • Students experiment with the distribution of funds until they are comfortable with the configuration.

21. Discussion • What were some problems you came across when you were doing this activity? • How did you solve them? • What was helpful or not? • Extension • What would you do differently if you had a $400 budget? • How was this activity helpful? Can you thing of other situations you might need to create a budget?

22. Participation points for students engaged in whole-class activities. • After each day, students complete journal activity in which they reflect on any “new learning.” Students may explain what they learned using any form: paragraph, example with labels, a rap, poem, pictures, steps, etc. Math Journal • After sufficient practice and prior to moving on to new skill, students will receive an exit slip for each instructional objective in order to evaluate student mastery. These exit slips will have 4-5 problems and will be given point for each correct answer. • Use exit slips in determining class pairs/groups for practice activities.

23. Each day, take five minutes to review previous day’s exit slip. Tell the correct answers and highlight any errors that were consistently made by students. • A week long homework assignment will be given that asks students to find the solution to a real-world problem involving inequalities. Inequalities Homework.doc • Rubric will be used to score Road Trip Activity. Elements on which students will be scored include cccurate prices for each category, values that make inequality true • Unit Assessment will be given that covers all instructional objectives