Workshops

TEKS
Process: 8. (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. Content: 8.5(A) represent linear proportional situations with tables, graphs, and equations in the form of y = kx;

Title: Linear Proportional Situations

Formative Assessment/Deliverable Deliverable: Students will apply knowledge from this workshop into final write up of project to display their results of the Force in which their vehicle exerts as it reaches the end of the track. Students will display the Forces from their trials as the starting ramp is raised. They will explain that the mass of the vehicle is constant while acceleration is the variable as the starting ramp is adjusted and time is affected. Tables and a graph will be used to display data

Academic Purpose/Outcome Students will be able to represent linear proportional situations in the form of y=kx. Students will be able to communicate and display data in a table representing y=kx. Students will be able to communicate and display data in a table for y=kx

ELPS:
(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy

as more English is acquired; (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired; (F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and

Workshop Attachments

Materials Needed Pen/Pencil, paper, Project Vehicle, Data of length of track and time it takes the vehicle to travel the track.

Linear Proportional Worksheet

Flipped Assignments The day before this assignment, students will need to measure the track, and test the time it takes for their vehicle to travel down the track at three different inclines in science class.

Differentiation Considerations Individual work, Group Collaboration, Note Taking, Whole group instruction

Instructional Details
Teacher will do a know/need to know with class the start of class time over the equation Force=Mass X Acceleration. After the know/ need to know, the teacher will introduce y=kx and explain that k is a constant and x is a variable.

Teacher will then ask if they have ever seen an equation in math or science that resembles this equation. Teacher will express that this equation is closely related to Force= Mass X Acceleration. Teacher will ask students how they could use this equation in regard to their projects. Through questions, teacher will guide students to see that the car is constant and the acceleration down the track is the variable that affects force. Teacher will give some example problems on the board to show direct relation of linear proportional equations. An example of money will first be used. If Johny makes $8.00 an hour, how much money will Johny make in 1 hour, 2hours, 3 hours, and 4 hours? Students will then see how the variable directly affects outcome of constant. Teacher will ask how this could be used to calculate force of vehicle. Teacher will double check that students understand the weight of the vehicle is constant and that the track affects the acceleration based on how high the starting ramp is. Teacher will give the equation for Acceleration so student can determine force for the Equation. Acceleration= Distance/Time^2. Students will weigh their vehicle on scale to determine weight of car. Pass out work sheet.

TEKS
Process: (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper and

Title Predicting Speed Academic Purpose/Outcome The student will be able to record a scatter plot of distance over time of their vehicle going down a ramp. They will then use a trend line to figure out the average deceleration of their vehicle.

Formative Assessment/Deliverable

Predicting Speed Worksheet Deliverable: Students will apply knowledge from this workshop into final write up of project to show a trend line of the deceleration of their vehicle. They will then use this information to predict

pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (E) create and use representations to organize, record, and communicate mathematical ideas; Content: 8.5(D): use a trend line that approximates the linear relationship between bivariate sets of data to make predictions ELPS: (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be

how far their vehicle will have to travel in order to come to a safe stop or low impact crash.

linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and gradelevel vocabulary; (D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); (F) use accessible language and learn new and essential language in the process;

Workshop Attachments Worksheet: Students will record the data of their vehicles deceleration by distance over time. The student will then use the given information, using a trend line, to plot the average deceleration of their vehicle and then predict what distance would be needed in order to come to a safe halt. Flipped Assignments

Materials Needed Weighted vehicle, track, stop-watch, accurate length measuring tool, something to record data on

Differentiation Considerations Class participation, class discussion, group worksheet

Instructional Details Discussion on what a tread line is.

TEKS

Title Budget Budget, Budget, Budget!

Formative Assessment/Delivera ble

Process:
(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (E) create and use representations to organize, record, and communicate mathematical ideas;

Academic Purpose/Outcome Students will be able to represent linear nonproportional situations in the form of y=mx+b where b 0. Students will be able to communicate and display data in a table representing the value of y. Students will be able to graph to communicate and display data for y. Students will gain knowledge for nonproportional relationship. This is to limit the students materials so they have to be diverse in purchasing materials and avoid over use of one

Content:
(5) Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: (B) represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b 0;

specific material. This will be in the final write to be discussed that a budget was consider and to show understanding that everything cost money. Students will display data in a graph and table to show that the more they purchased the more of their budget they used. This is to help progress the project and let students be introduced to a budget.

ELPS:
(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) distinguish sounds and intonation patterns of English with increasing ease; (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom

instruction and interactions; (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and gradelevel needs.

Workshop Attachments

Materials Needed Pencil/Pen, Flipped assignment paragraph.

Flipped Assignments Students are to go home and think about how a waiter/waitress is paid. They can ask the parents, ask a waiter/waitress, or look up on line. They are to come to class with an idea written at about a paragraph length. Reference Site:

Differentiation Considerations Individual Work, Group Collaboration, Class Instruction

http://www.narragansett.k12.ri.us/Curriculum/NECAP%20support/gle_support/Math/resources_functions/non_ prop_lin.htm

Instructional Details Students will come to class with their paragraph summary of how they think waiter/waitress make money. The teacher will do a short know/need to know over how waiters/waitress make money. The teacher will verify that the students response is waiters/waitress make an hourly wage plus tips and express m=hourly rate, x= hours they work, and b=tips earned. Teacher will give practice problems asking the students to find out how much a waiter/waitress makes if they make $2.65 an hour, they worked 6 hours and make $20 a night from tips. How much did they make that night? Teacher will give practice problems: The worker made $100 in a night. The rate per hour is still $2.65 an hour, and they made $15 in tips. How many hours did they work? Teacher will then discuss the budget for the materials of the vehicle in the project. A set of materials (example 5 rubber bands) will each cost $15 and the first egg cost $10. They have a budget of $200 to purchase materials to build their vehicle. How many sets of material can the students purchase to build their vehicle? Additional an Additional egg after the first is also $15. Students will then collaborate and discuss how many things they can buy and plan what they want to purchase for their vehicle. Note: not all money must be spent at once. Students will plan for additional eggs, and to later purchase materials to modify their vehicle. Students will need to make a table and graph to explain the cost if they bought one item up to the maximum amount of materials they can buy for this project and turn into teacher as evidence of planning. Both the table and graph need to be present in final write up.