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What will students t be able to do by the end of the lesson, unit, module, or course?

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What will students t be able to do by the end of the lesson, unit, module, or course?

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As a PLC, begin brainstorming ideas for the questions below. To add your ideas, simply click the plus sign below.

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How will students demonstrate what they have learned? 

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How will students demonstrate what they have learned? 

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As a PLC, begin thinking about what kinds of assessments students may take to demonstrate what they are learning? What types of hands, relevant, and timely learning events might they engage in?

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Please find your Essential/Enduring Standards linked below.

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Our ideas must be informed by our lens.

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Here are some things to consider when creating essential questions.

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Please see here for further exploration.

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Define area, perimeter, surface area, and volume. Also need to have working knowledge of pieces of 2D and 3D shapes

Students should be able to identify triangles, parallelograms, rectangles, squares, trapezoids, and polygonal shapes using given dimensions (this will be assessed on pre-diagnostic assessment and ST Math pre-test)

Working knowledge of applying formulas for areas of right triangles and other 2-D shapes

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What are the properties of two- and three-dimensional figures?

How is finding the area of a rectangle similar to finding the area of parallelograms and trapezoids?

How is the formula for the area of a rectangle used to find the volume of a rectangular prism?

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What students should demonstrate on IM Post-Assessment ONLY:

extend reasoning about area to include shapes not formed by rectangles ONLY such as triangles, parallelograms, trapezoids, and non-polygonal regions using estimation

compare surface area between two 3-D shapes pictures can be used here

design and decode nets of 3-D shapes

given dimensions of 2-D shapes, find area and side lengths interchangeably

find larger sums between two, three, and four numbers using exponential values

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Students can demonstrate learning using an "Open Middle Math" problem using real-world area problems.

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ST Math Pre-Assessment
IM Diagnostic
Key Vocabulary: area, base, cubic unit, nets, height, pyramid, right rectangular prism, surface area, tetrahedron, triangular prism, volume

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ART: Reference Unit 1 Intro to Art Unit with Geometric Shapes and African Buildings

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Did you know that long ago, in the area south of the Sahara desert, mathematical thinking was mixed into the arts, riddles, games, architecture and other areas of life?

Check out these 13 interesting facts and learn something new about the history of mathematics in anicent Africa!

1. The oldest mathematical games in the world originated in African regions located south of the Sahara.
Check out our storybook board games based on math games from ancient Africa.
2. The oldest mathematical artifact, the Lebombo bone, dates back to more than 35,000 years ago. It was found in the Lebombo Mountains near Swaziland.

3. Digital computer systems originated from ancient African cultural practices.

4. Many African cattle and sheep hearders recognize their herd through facial and pattern recognition.

5. The development of geometrical thinking started in early African history as hunter-gatherers of the Kalahari Desert in southern Africa learned to track animals by getting to know the shape of their poop to learn which animal passed by, how long ago, if it was hungry or not, etc.

6. Cowrie shells were a popular form of currency across Africa.

7. Geometry and symmetry in repeated patterns can be seen throughout the area south of the Sahara, in forms of artistic designs on houses, gourd, baskets, pipes, and other everyday items.

8. Throughout the area south of the Sahara, all adult members of a community had the mathematical understanding, design sense, and construction skills to build his/her own house.

9. The Bushmen can recognize up to 175 species of plants as a food source. They are able to walk for miles and find the exact location of a watery root plant that was spotted several months ago.

10. People used an ancient structure known as the African Stonehenge in present-day Kenya as a calendar by following the shadow of the setting sun. Stones were placed to track the movement of the sun, which casts shadows on the rock.

11. The Yoruba people from present-day Nigeria created their own complex counting system based on units of 20 (instead of 10).

12. By analyzing the variation of symmetry in geometric patterns shown on a piece of cloth and other cultural items, it is possible to identify which group of people made it.

13. Certain taboos affect the numerical expression of numbers. For example, the number "7" is tied to the origins of creation and great divinities within the Niger Delta region. Accordingly, to express the number "7", you would say "6+1".

Thank you for sharing our interest in math and games in ancient Africa!

Sources and further reading:

Bangura, Abdul Karim. African Mathematics: From Bones to Computers. University Press of America, 2011.

Gerdas, Paulus. On the History of Mathematics in Africa South of the Sahara.

Gerdas, Paulus. On Mathematics in the History of Sub-Saharan Africa. Historia Mathematica. Volume 21, Issue 3, August 1994, Pages 345-376.

Vivelo, Frank. Michael Deal. iUniverse, 2002.

Zaslavsky, Claudia. Africa Counts: Number and Pattern in African Culture. Boston: Prindle, Weber & Schmidt, 1973.

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13 Interesting Facts About Math in Ancient Africa

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Did you know that long ago, in the area south of the Sahara desert, mathematical thinking was mixed into the arts, riddles, games, architecture and other areas of life? Check out these 13 interesting facts and learn something new about the history of mathematics in anicent Africa! 1.

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Students will take a pre-assessment (google forms) from IM over Unit 1 during the first week of school

Students will also take a comprehensive 6th grade math pre-test on "ST Math"

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IM provides a mid-unit assessment between lessons 8,9,19 to guage student understanding up to that point

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IM provides an end of unit assessment to gauge conceptual understanding and procedural fluency for the unit as a whole

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Students will design a tent given a set of long constraints and dimensions. This can be cross-referenced with art design. https://access.openupresources.org/curricula/our6-8math/en/grade-6/unit-1/lesson-19/teacher.html

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Virtual Locker
Icebreaker with Scavenger Hunt
IM Pre-Assessment (link here when finished)-this will be in a Google Form
ST Math Pre-Assessment (will be in the software)
Jam-board Activities
Kahoot icebreaker

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IM Lessons 1-3 with direct instruction videos posted in GC
Self-guided assignments with each video lesson
During instruction time, provide ST Math time, plus going over Geogebra Lessons. This are beneficial to allow students to self-correct and ask questions

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IM Lessons 4-7 with direct inst