##
* *Reflection: Lesson Planning
Volcanoes and Math: California - Section 3: Active Engagement

I have repeatedly observed that students from a wide range of backgrounds and skill levels internalize concepts and skills at a deeper (and more permanent) level when those concepts/skills are connected to high-interest, real-world, interdisciplinary content. In math, the trick is to find the balance between embedding the skill/content in a rich context without letting that content submerse the math objective. I have found that the way for me to walk this sometimes fine line is to use rubrics and checklists to measure student progress in activities these activities and also to have a very specific mathematical goal in mind. When that milestone (or wayside marker) is reached, the student is then free to pursue the content are further, and often I teach language arts/science lessons in that are also tied to the topic. Additionally, I make sure that the links to all the materials I use in a content area embedded (awkward/wrong words) lesson are available to the students on the class (wikki? Mooc? I’ll find out what exactly it is…) and/or through Google Drive. I time these lessons so that students are not practicing a brand-new skill in a contextual setting before they’ve had either appropriate scaffolding or isolated mini-lessons/instruction.

*Making Sure That the Engaging Content Doesn't Subsume the Math!*

*Lesson Planning: Making Sure That the Engaging Content Doesn't Subsume the Math!*

# Volcanoes and Math: California

Lesson 2 of 6

## Objective: SWBAT use information from a database and addition and subtraction strategies to determine the elapsed time since the last volcanic activity for a given volcanic location.

## Big Idea: The advent of the internet has given us phenomenal access to real-world data that we can use to make practicing basic operations more relevant and interesting for students.

*53 minutes*

#### Mini-Lesson

*8 min*

I teach this as an end of the 3rd quarter lesson. My purpose is to review the regrouping strategies for addition and subtraction that sometimes temporarily drop out of the students' working memory.

This is a very teacher-directed, concise, targeted review of the different methods taught in earlier lessons this year. (Link through when those lesson are finalized). I go over a specific, pre-planned set of problems each day to address different levels of difficulty and common errors. Here is the set for today! (insert doc).

Here is a video I use to give the students a different way of viewing the same information, instead of just hearing me talk through the same procedure again. This short cartoon clip reviews addition with expanded notation.

*expand content*

#### Active Engagement

*40 min*

On this second day in the addition/subtraction review volcanoes series, I show students again how to navigate to the Smithsonian’s *Global Volcanism* page. We do the first several problems together, and then I release them to work on their own with a partner.

I invite students who prefer to stay at the carpet with me to continue to work in a more guided practice setting. Another option is to help the students set up the number lines, especially for the problems in which the last eruption was AD (these require slightly more complicated math), and then release them to independent work.

If your students are unable to use computers for this activity, I’ve also created a Volcanoes of California powerpoint that shows the information about each volcano exactly as it appears on the website. This can be used to complete the activity as well.

Either way, I suggest having students use the Volcanoes of California Student Activity Pages to keep themselves on track. This makes it easier for you to observe their work as you walk around the room and confer with students, and also it makes it harder for students to accidentally skip some volcanoes. You know what they say about people who skip over volcanoes…

Here is a teacher key so you don't have to look up all the volcanoes yourself (though I know you want to, because volcanoes are cool!) in order to check their work!

*expand content*

#### Wrap-up

*5 min*

To conclude this lesson, students answer one of the following questions orally or in their math journal (or even just written on their white board):

How would you explain how to calculate elapsed time in years using a number line?

What is B.C. / B.C.E.? Why is the numbering reversed? (300 B.C.E. is longer ago than 50 B.C.E.)

What is something you understand about elapsed time in years on a number line that you didn't understand before?

Which part of this lesson helped you practice addition with regrouping?

Is there a part of this lesson that you didn't like or found confusing? Why? How would you change it?

*expand content*

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- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)

- LESSON 1: Volcanoes and Elapsed Time in Centuries!
- LESSON 2: Volcanoes and Math: California
- LESSON 3: Volcanoes and Math: Washington, Oregon, Idaho, Wyoming
- LESSON 4: Volcanoes of the American West: Recording and Representing Data
- LESSON 5: Volcanoes and Math: Proximity, Preference & Relative Risk
- LESSON 6: As the Crow Flies: A Bird's Eye View of Measurement