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# Mathematical Me II

Lesson 6 of 7

## Objective: SWBAT share the posters they've created with the class, introducing themselves mathematically.

*30 minutes*

#### Launch

*5 min*

To start the class, I will complete student autobiography quizzes (see my **First Day of School** lesson). To begin classwork today, I will reiterate the goals for class. Students need to finish their posters and prepare to present the finished product to the class. Part of the presentation will be to answer any questions that arise and provide explanation of any parts of the poster that may be unclear to other students. If there are no questions, students get right to work using the supplies (pencils, colored pencils, markers, cardstock, etc) to finish their posters.

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#### Explore

*20 min*

This section of class is work time for students. They need to organize their posters based on the sketches created in class yesterday (**Mathematical Me**). If there are changes they want to make to the descriptors or poster layouts, now is the time to do that. Work time is valuable because we need to have time for presentations and discussion. I will walk around the room and give feedback as asked or ask clarifying questions to help students prepare for their presentations. I will also check to ensure each student has each of the five domains represented on their poster. If students have challenges representing each domain, I can provide support and possibly additional examples to help them finish.

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#### Landing

*5 min*

After the poster work time ends, students will present their work to the class and introduce themselves. Each student will stand and show the poster created and talk about how they represented themselves. After the presentation, students will answer questions about their work posed by the other students. If there are no questions from classmates, I will ask questions for clarification. For example, if students represent their age in minutes, I may ask them to tell me how they might determine the number of hours. Or how to represent their age as a division problem.

As we wrap up the lesson to leave, I want to get students feedback on their thoughts on the project. What did they think about as they were trying to decide on descriptors? Why would I ask them to complete an assignment like this? How would they have changed the assignment?

During our next class, students will take the Beginning of the Year test from the district. I want each of the domains to be fresh in their minds when they take it. I also want them to recognize that there are several approaches to the same problem. If we could segue into a discussion about perseverance and problem-solving, that will help as a standard of reference as we work through the school year.

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- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability