Starter for all 3 days:
[5 minutes]
Allow students about 5 minutes after the bell rings to work on the starter. They may work with their team, and they may use calculators. You may want to remind them that the starter is part of a game they are playing to earn points for their team, and the team with the most points at the end of the week will get a treat.
Remind them to keep this paper in their binder, as they will need to use it every day this week.
The instructions for the starter are written on the whiteboard under the Objective. You'll just need to change the label each day.
Tuesday: 6.13 yds = diameter
Wednesday: 6.13 yds = circumference
Thursday: 6.13 yds2 = Area
Tuesday
[20 minutes]Video Review with Notes: Angle Relationships
After the starter, have students take out a piece of notebook paper and a pencil then put their binders under their desks.
Tell them they are going to watch a video to review angle relationships, and that for every 3 minutes of the video, they will need to write 3 facts about they just heard or 3 questions they still have. Pause the video about every 3 minutes and tell the students they have 2 minutes to share what they wrote with their team, or to get ideas from their team about what to write.
At the end of the video, have them take 2 minutes to write down everything they remember from the video, or 2 ways the video could be improved while still teaching about Angle Relationships.
Here's the link to the video:
[15 minutes]
Video Lesson with Independent Notes
Have the students take out a piece of lined paper and label it "Math Antics: Volume."
As students watch the video, have them write down 12 words, concepts, or ideas that are specific to mathematics (that's about 1 per minute for the length of the video). After the video, have them use their notes to write down 12 questions they have or can answer about the mathematical words, concepts, or ideas presented in the video. They need to show you their notes before they leave class, but they do not need to turn them in: they will add to these notes tomorrow.
Here is the link to the video:
[5 minutes]
Ticket Out and Clean Up
Walk around and have students show you their notes for the day. Allow students who show you their notes to put calculators away and straighten desks. Students who did not take notes must write 2 sentences about each video they watched today: after they show you their notes, they can clean up.
I do not allow my students to leave until they are sitting and quiet, even if that means they are still sitting after the bell rings.
Wednesday
[5 minutes for the starter: see above.][15 minutes]
Video Lesson with Guided Notes
Have students take out their "Math Antics: Volume" notes from yesterday.
As students watch the video, have them write the answers to these questions on the notes they started in class yesterday:
- What is volume?
- What shape is used to measure area?
- What shape is used to measure volume?
- What kind of units are used to measure volume?
- How are area and square units related to volume and cubic units?
(Pause at 2:41 and allow time to answer #1-5. Allow teams to discuss as needed.) - What is the difference between surface area and volume?
(Pause at 4:30 and allow time to answer #6. Allow teams to discuss as needed.) - What is the general formula for calculating the volume of the 3D shapes Rob mentions?
- How does Rob calculate the volume of a rectangular prism?
(Pause at 7:12 and allow students time to answer #7-8. Allow teams to discuss as needed.) - How does Rob calculate the volume of a triangular prism?
(Pause at 8:02 and allow students time to answer #9. Allow teams to discuss as needed.) - How does Rob calculate the volume of a cylinder?
(Pause at 8:53 and allow students time to answer #10. Allow teams to discuss as needed.)
You can stop the video here and move on, or you can let the students continue watching: the information after this point is for 8th graders, but it won't hurt the 7th graders to have a preview.
Here is the link to the video:
https://www.youtube.com/watch?v=qJwecTgce6c
Have students turn in these notes today.
[20 minutes]
Video Review with Guided Notes and Practice
There are a lot of places to pause and give students time to think/talk to show that they are actively learning from the video. You may ask a student to sit at the teacher desk and pause the video at the indicated time markers, then push play after that student follows the instructions here. Any of the students in desks 1-3 in any class should be trustworthy for this task.
It is OK if a few of these get missed, but try to get the kids to do as many as you can--more than 14.
Pause
at the indicated time and allow students
-10
seconds at each interval to sketch and label their own diagram (requirements
listed with the time indicators)
-10
seconds to show their sketch to their elbow partner and explain how their
sketch meets the requirements
@
1:08 adjacent angles
@
1:32 adjacent complementary angles.
@
1:45 adjacent supplementary angles, also called a linear pair
@
2:21 vertical angles
@
3:21, have students choose and use one of the two methods described for marking
congruent angles (multiple arcs or single arcs with multiple hash marks)
@
3:37, give students 30 seconds to copy the example problem from the video
@ 3:52,
give students 5 seconds to explain to their elbow partner why x+16 = 4x-5.
Listen for students telling each other “because they are vertical angles” or
“because vertical angles are congruent/have the same measure.”
@
4:17, give students 30 seconds to copy the solution to the example problem from
the video
@
4:26, give students 5 seconds to tell their elbow partner why x+16 = 23°.
Listen for students telling each other, “because x = 7 and 16+7 = 23.”
@
4:36, give students 5 seconds to explain why 4x-5 = 23°. Listen for students
telling each other, “because the angles are congruent, and x+16= 23°, so 4x-5 =
23°.”
@
4:36, give students 20-30 seconds to write 4x-5 and substitute 7 for x to show
that 4(7)-5 = 23.
@
4:52, give students 10 seconds to tell their elbow partner whether the adjacent
angles marked by the pink line are complementary or supplementary, and the sum
of the two angles.
@
4:59, give students 15 seconds to add the new information (180°-23°) to their
diagram, solve the subtraction problem, and give the measure of the
corresponding vertical angle. (Answers follow in video.)
@
5:14, give students 2 minutes to copy the diagram from the video and write out
the angle pairs they are asked to name at that point in the video.
@
5:25, give students 15 seconds to name a pair of adjacent angles shown in the
diagram. This prompt is not in the video: give them an additional 10 seconds to
share their answer with their elbow partner and explain how they know the
angles they’ve named are adjacent. Listen for students telling each other,
“because they share a side and a vertex.” Have them check their work when the
video resumes @ 5:25, when the video gives answers.
@
6:47, give students 30 seconds to respond to question a) in the video. Then
play the video to show the answer.
@
7:22, (same as previous line)
@
7:39 (same as previous line)
@
7:53 (same as previous line)
Have
students make sure their names are on their papers. Then have them pass papers
to one person on their team, and have that one person turn in the team’s papers
before moving on to the next activity.
[5 minutes]
Ticket Out and Clean Up
Have students put calculators away and straighten desks. Students who did not take notes must write 2 sentences about each video they watched today: after they show you their notes, they can clean up.
I do not allow my students to leave until they are sitting and quiet, even if that means they are still sitting after the bell rings.
Thursday
[5 minutes: Starter]
I’ve made copies of several worksheets.
They are on my table with sticky notes explaining how to have students work on
them. I am sure there are too many for the students to do them all in one day.
You can use them to replace the video assignments, if you choose, or you can
send them home as homework. Anything they don’t get done while you’re here, I’ll
have them do with me next week. Some students may be able to work on the
worksheets while the videos are playing on Wednesday: that would be fine with
me, especially if it keeps those students from getting bored and causing disruptions.
[5 minutes]
Ticket Out and Clean Up
Have students put calculators away and straighten desks. Students must have their name on all worksheets, and all worksheets must be turned in, before they can leave.
I do not allow my students to leave until they are sitting and quiet, even if that means they are still sitting after the bell rings.
