DIGITAL LESSON PLAN
தலைப்பு
: விலங்குகளின்வாழிடங்கள்
2.
சிங்கமும்நாலுஎருதுகளும்கதைக்கூறுதல்
1.
கதையில்வரும்விலங்குகள்யாவை?
2.
அவைகள்எங்குவசிக்கின்றன?
3.
நீஎங்குவசிக்கிறாய்?
4.
நீவசிக்கும்இடத்தில்உள்ளவிலங்குகளின்பெயர்களைக்குறிப்பிடு
5.
அவைநேரடியாகவோமறைமுகமாகவோஎவ்வகையில்உதவிசெய்கின்றன?
6.
இப்படிஉதவிசெய்யும்விலங்குகளின்இருப்பிடத்தைநாம்அழிக்கலாமா?
7.
காகங்களின்எண்ணிக்கைஉனதுவசிப்பிடத்தில்குறைந்துள்ளதாஅதிகமாகியுள்ளதா? ஏன்?
8.
சிலஇடங்களில்குரங்குகளின்தொந்தரவுஅதிகம்இருப்பதுஏன்?
நோக்கம்:-
1.
மனிதர்களின்சுயநலசெயல்கள்யாவைஎன்பதைபுரிந்துகொள்ளவைத்தல்.
2.
இயற்கைசமநிலையைநிலைபடுத்தும்செயல்களைமாணவர்களைபுரிந்துகொள்ளசெய்தல்
3.
அழிவுநிலையில்உள்ளஉயிரிகளைபாதுகாக்கஅரசுமேற்கொண்டுள்ளநடவடிக்கைகளைமாணவர்தெரிந்துகொள்ளல்
4.
பொறுப்புள்ளகுடிமகனாகஇயற்கையோடுஇயைந்துவாழகடைபிடிக்கவேண்டியசெயல்களைஅறிந்துகொள்ளல்
5.
இயற்கையோடுஇயைந்துவாழகடைபிடிக்கவேண்டியசெயல்களைவாழ்வில்அப்பியாசித்தல்/ நடைமுறைபடுத்தக்கூடியமனநிலையை உருவாக்குதல்
6.
மனிதர்களின்சுயநலம்எந்தஅளவுவிலங்குகளையும்அவைகளின்வாழிடங்களையும்மற்றும்இயற்கையையும்பாதிக்கிறதுஎன்பதைபுரியவைத்தல்linklinklinklink
செயல்பாடுகள்:-
1.
தெரிந்தவிலங்குகளையும்அவைகள்வசிக்கும்இடத்தையும்தெரிந்துபட்டியலிடச்செய்தல்
2.
விலங்குகள்உருவங்கள்வரைந்துஅவற்றைவிதைகள்,பருப்புகள்,காய்ந்தஇலைகள்மற்றும்மணிகள்மூலம்உருவாக்கசெய்தல்
3.
களிமண்ணில்விலங்குஉருவங்கள்உருவாக்குதல்
4.
மழைகுறைவின்காரணங்கள்என்னவாகஇருக்கும்என்றுஅவர்களையேயோசித்துசிலகுறிப்புகளைஎழுதச்செய்தல்
மதிப்பீடு:-
1.
நான்யார்? அ.
துள்ளிவரும்புள்ளிதோலான்
ஆ. சத்தம்எழுப்பத்தெரியாதநீண்டகழுத்துள்ளவன்
2. பொருத்துக:
1. பறவைகள் -கிண்டிபூங்கா
2. புலி -
வேடந்தாங்கல்
3. மான்கள்- தேசியவிலங்கு
3.
படம்பார்த்துவிலங்குகளைஅவைகளின்வசிப்பிடங்களோடுபொருத்துக:-
வழங்குதல்:-
Ø நமக்குமழைஇன்றிபோகும், சுத்தகாற்றுஇல்லாதுபோகும், விலங்குகள்தங்கள்இருப்பிடம்இழந்துஊருக்குள்வரநேரிடும்.linklink
Ø எனவேகாடுகளையும்விலங்குகளையும்பாதுகாப்பதுநமதுகடமையாகும்.
ஒருமனிதன்காடுஉருவாக்கியகதை:-
v படத்தில்காணப்படுபவரின்பெயர்ஜாவேத்பயங்.
v இவர்அஸ்ஸாம்மாநிலத்தில்உள்ளமிஷங்பழங்குடியைசேர்ந்தவர். ஜோட்காட்எனும்மாவட்டத்தைச்சேர்ந்தவர்.
v 1979 ல்பெருவெள்ளத்தில்மண்மற்றும்விலங்குகள்அடித்துச்செல்லப்பட்டதைக்கண்டுகவலையுற்றஇவர்இதற்குகாரணம்மரங்கள்அழிக்கப்படுவதுதான்என்பதைஉணர்ந்தார்.
v உடனேதனதுவீட்டிற்குஅருகில்உள்ளவெற்றிடத்தில்மூங்கில்மரங்கள்நடஆரம்பித்தார்.
v இன்று 550 ஹெக்டேர்நிலத்தில்காடுஉருவாகியானைகள்,புலிகள்போன்றகாட்டுவிலங்குகளுக்குஒருஅடைக்கலமாககாணப்படுகிறது.
v இன்னும் 150 ஹெக்டேர்நிலத்தில்அடுத்தகாடுஉருவாக்கிக்கொண்டுஇருக்கிறார்.
v அந்தகாட்டிற்குஅஸ்ஸாம்அரசாங்கம்அவரதுசெல்லப்பெயரான ”முலாய்” இன்பதைவைத்துள்ளது.
v முயன்றால்முடியாததுஎதுவும்இல்லை.
Student Objectives
Materials
Procedures
Use the following three-point rubric to evaluate students' work during this lesson.
Vocabulary
associative property of addition
Definition: changing the grouping of terms in a sum does not change the sum
Context: (9 + 4) + 3 = 9 + (4 + 3)
Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education addresses 14 content areas. To view the standards and benchmarks, visitwww.mcrel.org/compendium/browse.asp.
This lesson plan addresses the following national standards:
Student Objectives
·
Add, subtract, multiply, and divide
rational numbers.
·
Create a game incorporating computation on
rational numbers.
·
Find the square and the cube of numbers.
·
Use algebraic properties and apply a
variety of computational methods and algorithms to evaluate expressions.
·
Utilize the order of operations to
correctly evaluate expressions.
·
Work with a team to write and evaluate
expressions.
·
Calculate the rate of change caused by
earned interest on investments.
·
Use estimation to plan and budget for a
trip to chosen location.
Materials
·
Discovering Math: Computation video
·
Creating a Game Directions (see below)
·
Gameboard (see below)
·
Number cubes
·
Set of playing cards (numbers only, one per
group of students)
·
Calculators
·
Number Cards (five 2 cards and five 3
cards), one set for each pair of students (see below)
·
Order of Operations Poster (see below)
·
Evaluating Expressions Practice Sheet (see
below)
·
Red, yellow, green, and blue chips
·
Weekly circulars from local food stores
·
Party Planning Directions (see below)
·
Shopping List (see below)
·
Rate of Change Activity Sheet (see below)
Procedures
1.
Tell students they will be creating a game
to practice operations on integers and rational numbers.
·
Review addition, subtraction,
multiplication, and division of integers and rational numbers by displaying
practice problems on the board. Have students complete the practice problems
and share and explain their answers.
·
Divide the class into group of four
students. Distribute copies of Creating a Game Directions and the gameboard to
each group and discuss the directions. Students will create a game board by
filling in operation symbols and numbers on the board. They should use at least
three addition, three subtraction, three multiplication, and three division operations.
They should also use positive numbers, negative numbers, decimals, and
fractions (i.e., they may place multiply by ? in one box on the game board).
·
When the gameboards are complete the
students should play the game with their group.
·
Each student should draw cards to create
their starting value. Direct them as to the number of cards to draw and the
type of number they should create. Drawing one card will create a one-digit
number. Drawing two cards can create a two-digit number or a fraction. If students
are to work with positive and negative numbers, red cards can be positive
values and black cards can negative values.
·
Students should roll number cubes to
advance around the board. They must complete the computation on each space they
land on, keeping track of their new value. For example, if a student started
with 20 and landed on a space that directs them to add 5, they will then have a
value of 25. Division calculations should be rounded to the nearest hundredth.
·
Students should complete their computations
using mental math, paper and pencil, or calculators.
·
After each student has completed three
trips around the board, the player with the highest value wins.
·
Groups can switch gameboards if time
allows.
Display 42and 63on the board. Ask students to find the answers. Have
them share and explain their work.
Assign each student a partner. Distribute a
number cube, Number Cards, and a calculator to each pair. Have one student roll
the number cube and then pick a card. They must now find the square or the cube
of the number they rolled (square if they picked a 2 number cared or cube if
they picked 3 number card). The other student should check the work on the
calculator. Have them take turn rolling the number cube and practicing squares
and cubes.
Display the phrase "Order of
Operations." Ask students to describe the order of operations. They should
recall the mnemonic, Please Excuse My Dear Aunt Sally, from the video. Review
the order of operations (parentheses, exponents, multiplication, division,
addition, and subtraction).
·
Distribute copies of the Order of
Operations Poster.
·
Display the following expression:
3 [(11 - 1) + 8] x 52
Model how to evaluate the expression using the order of operations. Solve each step of the problem, using the appropriate color from the poster to show the step.
3 [(11 - 1) + 8] x 52
3 [10+ 8] x 52
3 x18x 52
3 x 18 x25
54x 25
1,350
3 [(11 - 1) + 8] x 52
Model how to evaluate the expression using the order of operations. Solve each step of the problem, using the appropriate color from the poster to show the step.
3 [(11 - 1) + 8] x 52
3 [10+ 8] x 52
3 x18x 52
3 x 18 x25
54x 25
1,350
·
Ask students to identify any patterns they
notice when using the color-coded order of operations system.
·
When students are comfortable evaluating expressions,
distribute the Evaluating Expressions Practice Sheet and have them complete it
using the color-coded order of operations system.
Assign each student a partner. Give each
pair a bag containing red, yellow, blue, and green chips. Review the operations
that each color represents from the Order of Operations Poster. Students will
use the chips to write their own expressions.
·
Have each student pull two chips from the
bag.
·
Ask them to write expressions that include
the elements that their chips represent. For example, if they pull one yellow,
one green, and two blue chips, they will write an expression that includes one
addition or subtraction element, one exponential element, and two
multiplication or division elements.
·
Then have students evaluate their partner's
expression. They can check their work using a calculator.
·
Ask students to recall the algebraic
properties they learned about in the video. Have them share and explain their
ideas.
·
Identity property of addition ? the sum of
a number and zero is the number
·
Identity property of multiplication ? the
product of any number and one is the number
·
Commutative property of addition — in a
sum, you can add terms in any order
·
Commutative property of multiplication — in
a product, you can multiply factors in any order
·
Associative property of addition — changing
the grouping of terms in a sum does not change the sum
·
Associative property of multiplication —
changing the grouping of terms in a factor in a product does not change the
product
·
Distributive property of multiplication
over addition — multiplication may be distributed across addition
·
Ask students to identify situations in
which they used an algebraic property when evaluating their expressions. Have
each pair write two expressions that use an algebraic property. Ask them to
share and explain their examples to the class or in writing.
Assign each student a partner. Tell
students they will be planning a party, making a menu, and determining how much
money they will spend on food for the party. They will be using arithmetic to
complete the party planning. Review the operations and their uses with
students. Have students give examples of when they would use addition,
subtraction, multiplication, and division. They may use examples from the
video.
·
Distribute copies of weekly circulars from
local food stores and the Shopping List.
·
Distribute copies of the Party Planning
Directions and discuss with students.
·
Allow students time to plan their menus and
complete the Shopping list.
·
Ask students to share their menus and
Shopping Lists with the class. Have them explain the algorithms, operations,
and strategies they used to find the costs of individual items, multiples
items, and the total cost of the party.
·
Discuss the benefits of using estimation
and the importance of comparing estimates with actual figures.
Review rate of change. Discuss how
depositing money in an interest-earning bank account allows the value of the
money to increase. Model an example by calculating how much interest $200 would
earn at 3 percent in one year ($6). Next ask students how much the initial
investment would be worth in two years ($206 + 3% = $212.18). Continue
practicing rate of change until students are comfortable with concept.
·
Distribute the Rate of Change Activity to
students. Have them complete the calculations in the chart. Allow time for
students to discuss the impact of earning interest on an initial investment
(assume that no other deposits are made to avoid compounding and monthly
interest).
Use the following three-point rubric to evaluate students' work during this lesson.
·
3 points: Students clearly
demonstrated the ability to add, subtract, multiply, and divide rational
numbers; clearly demonstrated the ability to find the square and cube of given
numbers; clearly demonstrated the ability to use algebraic properties, order of
operations, and a variety of computational methods and algorithms to evaluate
expressions; clearly demonstrated the ability to calculate the rate of change
caused by an interest-earning bank account; and clearly identified the ability
to use estimation in addition, subtraction, multiplication, and division.
·
2 points: Students satisfactorily
demonstrated the ability to add, subtract, multiply, and divide rational
numbers 80% of the time; satisfactorily demonstrated the ability to find the
square and cube of given numbers 80% of the time; satisfactorily demonstrated
the ability to use algebraic properties, order of operations, and a variety of
computational methods and algorithms to evaluate expressions 80%of the time;
satisfactorily demonstrated the ability to calculate the rate of change caused
by an interest-earning bank account 80%of the time; and satisfactorily
identified the ability to use estimation in addition, subtraction,
multiplication, and division 80%of the time.
·
1 point: Students demonstrated the
ability to add, subtract, multiply, and divide rational numbers less than 80%of
the time; demonstrated the ability to find the square and cube of given numbers
less than 80%of the time; demonstrated the ability to use algebraic properties,
order of operations, and a variety of computational methods and algorithms to
evaluate expressions less than 80%of the time; demonstrated the ability to
calculate the rate of change caused by an interest-earning bank account less
than 80%of the time; and identified the ability to use estimation in addition,
subtraction, multiplication, and division less than 80%of the time.
Vocabulary
associative property of addition
Definition: changing the grouping of terms in a sum does not change the sum
Context: (9 + 4) + 3 = 9 + (4 + 3)
associative property of
multiplication
Definition: changing the grouping of factors in a product does not change the product
Context: (7 x 3) x 2 = 7 x (3 x 2)
Definition: changing the grouping of factors in a product does not change the product
Context: (7 x 3) x 2 = 7 x (3 x 2)
commutative property of addition
Definition: in a sum, you can add terms in any order
Context: 6 + 3 = 3 + 6
Definition: in a sum, you can add terms in any order
Context: 6 + 3 = 3 + 6
commutative property of
addition
Definition: in a product, you can multiply factors in any order
Context: 3 x 9 = 9 x 3
Definition: in a product, you can multiply factors in any order
Context: 3 x 9 = 9 x 3
distributive property of multiplication over addition
Definition: multiplication may be distributed across addition
Context: 5 x (35 + 45) = (5 x 35) + (5 x 45)
Definition: multiplication may be distributed across addition
Context: 5 x (35 + 45) = (5 x 35) + (5 x 45)
identity property of
addition
Definition: the sum of any number and zero is the number
Context: 9 + 0 = 9
Definition: the sum of any number and zero is the number
Context: 9 + 0 = 9
identity property of multiplication
Definition: the product of any number and one is the number
Context: 7 x 1 = 7
Definition: the product of any number and one is the number
Context: 7 x 1 = 7
order of operations
Definition: a set of rules for evaluating an expression with more than one operation
Context: The teacher told the students to observe the order of operations when solving expressions.
Definition: a set of rules for evaluating an expression with more than one operation
Context: The teacher told the students to observe the order of operations when solving expressions.
Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education addresses 14 content areas. To view the standards and benchmarks, visitwww.mcrel.org/compendium/browse.asp.
This lesson plan addresses the following national standards:
·
Adds, subtracts, multiplies, and divides
integers, and rational numbers.
·
Adds and subtracts fractions with unlike
denominators; multiples and divides fractions.
·
Understands exponentiation of rational
numbers and root-extraction (e.g., squares and square roots, cubes and cube
roots).
·
Selects and uses appropriate computational
methods (e.g., mental, paper and pencil, calculator, computer) for a given
situation.
·
Understands the correct order of operations
for performing arithmetic computations.
·
Uses proportional reasoning to solve
mathematical and real-world problems (e.g., involving equivalent fractions,
equal ratios, constant rate of change, proportions, and percents).
·
Understands the properties of operations
with rational numbers (e.g., distributive property, commutative and associative
properties of addition and multiplication, inverse properties, identity
properties).
·
Knows when an estimate is more appropriate than
an exact answer for a variety of problem situations.
·
Understands how different algorithms work
for arithmetic computations and operations.
National Council of Teachers of Mathematics (NCTM)
The National Council of Teachers of Mathematics (NCTM) has developed national standards to provide guidelines for teaching mathematics. To view the standards online, go tostandards.nctm.org.
This lesson plan addresses the following national standards:
The National Council of Teachers of Mathematics (NCTM) has developed national standards to provide guidelines for teaching mathematics. To view the standards online, go tostandards.nctm.org.
This lesson plan addresses the following national standards:
·
Work flexibly with fractions, decimals, and
percents to solve problems.
·
Understand and use ratios and proportions
to represent quantitative relationships.
·
Develop meaning for integers and represent
and compare quantities with them.
·
Understand the meaning and effects of
arithmetic operations with fractions, decimals, and integers.
·
Use the associative and commutative
properties of addition and multiplication and the distributive property of
multiplication over addition to simplify computations with integers, fractions,
and decimals.
·
Understand and use the inverse
relationships of addition and subtraction, multiplication and division, and
squaring and finding square roots to simplify computations and solve problems.
·
Select appropriate methods and tools for
computing with fractions and decimals from among mental computation,
estimation, calculators or computers, and paper and pencil, depending on the
situation, and apply the selected methods.
·
Develop and analyze algorithms for
computing with fractions, decimals, and integers and develop fluency in their
use.
·
Develop and use strategies to estimate the
results of rational-number computations and judge the reasonableness of the
results.
·
Develop, analyze, and explain methods for
solving problems involving proportions, such as scaling and finding equivalent
ratios.
·
Solve problems that arise in mathematics
and in other contexts.
·
Apply and adapt a variety of appropriate
strategies to solve problems.
|
_____
|
5x(3+6)=(5x3)+(5x6)
|
1)Associative Property of Multiplication(AX)
|
|
|
||
|
_____
|
0/4=0
|
2)Associative Property of Addition(A+)
|
|
|
||
|
_____
|
4x3=3x4
|
3)Commutative Property of Addition(C+)
|
|
|
||
|
_____
|
(3x5)x2=3x(5x2)
|
4)Identity Property of 0(ID-0)
|
|
|
||
|
_____
|
(6+8)+(4+6)=(4+6)+(6+8)
|
5)Multiplication and Division Property of 0(x-0)
|
|
|
||
|
_____
|
(3+5)+5=3+(5+5)
|
6)Commutative Property of Addition(CA)
|
|
|
||
|
_____
|
14/1=14
|
7)Multiplication and Division Property of 0(X-0)
|
|
|
||
|
_____
|
2x8=8x2
|
8)Associative Property of Multiplication(AX)
|
|
|
||
|
_____
|
0+6=6
|
9)Distributive Property(Distrib)
|
|
|
||
|
_____
|
(6x25)x4=6x(25x4)
|
10)Multiplication and Division Property of 0(X-0)
|
|
|
||
|
_____
|
8x0=8
|
11)Distributive Property(Distrib)
|
|
|
||
|
_____
|
(8x3)-(6x3)=3x(8-6)
|
12)Associative Property of Multiplication(AX)
|
|
|
||
|
_____
|
18x1=18
|
13)Associative Property of Multiplication(AX)
|
|
|
||
|
_____
|
16-16=0
|
14)Identity Property of 1(ID-1)
|
|
|
||
|
_____
|
18+12=12+18
|
15)Identity Property of 0(ID-0)
|
|
|
||
|
_____
|
(5x10)x10=5x(10x10)
|
16)Commutative Property of Multiplication(CX)
|
|
|
||
|
_____
|
3x(2+5)=(3x2)+(3x5)
|
17)Distributive Property(Distrib)
|
|
|
||
|
_____
|
(4+12)+18=4+(12+18)
|
18)Identity Property of 1(ID-1)
|
|
|
||
|
_____
|
21x0=0
|
19)Associative Property of Addition(A+)
|
|
|
||
|
_____
|
(18x10)x10=18x(10x10)
|
20)Commutative Property of Multiplication(CX)
|
|
|
ANSWER KEY
|
9
|
|
11
|
|
17 - 5x(3+6)=(5x3)+(5x6)
|
|
5 - 0/4=0
|
|
16
|
|
20 - 4x3=3x4
|
|
1
|
|
8
|
|
12
|
|
13 - (3x5)x2=3x(5x2)
|
|
6 - (6+8)+(4+6)=(4+6)+(6+8)
|
|
2
|
|
19 - (3+5)+5=3+(5+5)
|
|
14
|
|
18 - 14/1=14
|
|
16
|
|
20 - 2x8=8x2
|
|
4
|
|
15 - 0+6=6
|
|
1
|
|
8
|
|
12
|
|
13 - (6x25)x4=6x(25x4)
|
|
7
|
|
10 - 8x0=8
|
|
9
|
|
11
|
|
17 - (8x3)-(6x3)=3x(8-6)
|
|
14
|
|
18 - 18x1=18
|
|
4
|
|
15 - 16-16=0
|
|
3 - 18+12=12+18
|
|
1
|
|
8
|
|
12
|
|
13 - (5x10)x10=5x(10x10)
|
|
9
|
|
11
|
|
17 - 3x(2+5)=(3x2)+(3x5)
|
|
2
|
|
19 - (4+12)+18=4+(12+18)
|
|
7
|
|
10 - 21x0=0
|
|
1
|
|
8
|
|
12
|
|
13 - (18x10)x10=18x(10x10)
|
No comments:
Post a Comment