# All too often math is seen as a subject that is a world of its own, isolated from the humanities and other subjects. Math is not just a class but a topic that constantly impacts our decisions. Math ca

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All too often math is seen as a subject that is a world of its own, isolated from the humanities and other subjects. Math is not just a class but a topic that constantly impacts our decisions. Math can help us to shop wisely, read maps, buy the right car, use the right computer font, cook a delicious meal, remodel a home within a budget, or develop the next mobile app. In reality, mathematical concepts can be found in our everyday lives–math is used everywhere!

How has mathematics played a role in your everyday life?

How can we help our students learn math beyond “math class?”One major goal for this assignment is to open the door for interdisciplinary dialogue by showing the many places that math is found, and as a future teacher you can learn how the math you teach is used elsewhere.

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Utilizing these two lessons- “Measuring Length” and “Odd or Even” (the complete lessons are here:)

Measuring Length Lesson.docx –attached

Odd or Even Lesson.docx—-attached

*Develop/create a least one formative assessment for each lesson.

All too often math is seen as a subject that is a world of its own, isolated from the humanities and other subjects. Math is not just a class but a topic that constantly impacts our decisions. Math ca

Measuring Length This lesson is designed to teach students how to measure lengths indirectly and by alternating length units. Grade Level: K – 1st
Subject: Math
Length of Time: About 45 Minutes Common Core Alignment CCSS: MATH.CONTENT.1.MD.A.1 – Order three objects by length; compare the lengths of two objects indirectly by using a third object. Objectives & Outcomes Students will be able to estimate and measure length with nonstandard units. Materials Needed classroom objects to measure – cubes,
paperclips,
paper, inchworm “Sid the Science Kid” video (https://www.youtube.com/watch?v=3hlkRcTmFxY&list=PL5E6A9781CDA8CBED) Procedure Opening to Lesson Think-Pair-Share Demonstrate how to measure the length of something in the classroom using non-standard measurement units. Ask what is measurement and bring out definitions to post on wall. Maybe ask what careers do you think have to use measuring (chef, scientist, architect, construction, etc) to introduce the word wall. Body of Lesson Direct Teaching: Watch the YouTube video: “Sid the Science Kid” to demonstrate exploring measurements. Elicit responses during and after video, and have students follow along and write in their answers on their bubble map. Guided Practice 1 Students will follow along with teacher; students will engage and may be expected to come up to the board to participate in measuring items on the chart paper. Guided Practice 2 The teacher will introduce items that need to be measured using non-standard items (inch worms, blocks, bears, paperclips, etc). Students will make estimates and measure the different inchworms in their packet using different nonstandard units of measurement; students will write about their findings. Independent Practice In pairs, students will estimate the measurement of items in the classroom; students will then move around the room measuring different objects/area in the classroom using the inchworm, paperclips, or cubes. Closing DEBRIEF Pull student volunteer to come up to front to ask debrief questions: 1)What did you learn today?
2)what did you like about today’s activity?
3)how can we make it better next time? 2) how can we use this outside of the classroom?

All too often math is seen as a subject that is a world of its own, isolated from the humanities and other subjects. Math is not just a class but a topic that constantly impacts our decisions. Math ca

Odd or Even This engaging lesson will help students determine whether a group of objects (up to 20) has an odd or even number of members. Grade Level: K – 3rd
Subject: Math
Length of Time: 20-30 Minutes Common Core Alignment CCSS.MATH.CONTENT.2.OA.C.3 – Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. Objectives & Outcomes Students will be able to categorize odd and even numbers. Students will be able to answer these essential questions: What makes a number odd? What makes a number even? Materials Needed 2 brown paper bags. One back should have “even” written on it and the other should have “odd” written on it.
Index cards with a number written on it. Each number card should also have dots drawn on to represent the number. For example, the 7 card should have 7 dots on it. Procedure Opening to Lesson In order to gain student interest, teacher can ask for 10 student volunteers to come to the front of the class.
As a class, count how many students are standing.
Next, have each student find a partner (since there are 10 students, everyone will have a partner). Write 10 on the board under the word “even”. Explain to students that everyone has a partner because 10 is an “even” number.
Ask 2 students to sit down, leaving 8 students standing. . Everyone should have a partner. Write 8 on the board under “even”.
Repeat this process with 6, 4, and 2 students.
Ask students what they think would happen if there were 9 students standing. Would everyone have a partner? Repeat for 7, 5, 3, 1 Students should be able to tell you that a student will be left without a partner for 7, 5, 3, and 1. Body of Lesson Guided Practice Explain to students that “even” numbers end with a 0, 2, 4, 6, or 8 and all other numbers are “odd”. Make a chart color coding even and odd numbers.
Connect back to the opening activity (each student in the even group had a partner; one student in the odd group was left without a partner). Independent Practice Give each student an index card with a “mystery number” written on it. In addition to the numerical number, dots should be used to represent that number. For example, the 6 card
should have six dots on it.
Students will work independently to pair up the dots in order to determine if their number is odd or even. Student should write the words odd or even on the card. Closing Students will take their “mystery number” and place it in the appropriate “odd” or “even” bag. Have children tell the class their mystery number and ask them to tell the class whether the number is off or even and why.

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