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Session 7 6-12 Social Studies, Science, & CTE Common Core State Standards 1

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University vs. Deltona High 3

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Introductions Name School Subject Area What do you expect to gain from this conference? Something interesting about yourself 4

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Article Activity What is the main idea? What was new to you from the article? What action will you take or something you wanted to try? New Vocabulary 5

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Curriculum Framework vs. Course Descriptions Review Robotics Frameworks Algebra 1 Course Descriptions How do these documents differ? Core Geometry-Circles –MACC.912.GC.2 –MACC.912.GC.5 Modeling with Geometry MACC.912.GMG.1 6

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General Goal of the Lessons Students will learn the concepts of circumference and arc length and its importance to robotics. CTE: –Students will learn the procedure for finding a distance line. Geometry: –Students will learn about using perimeter, circumference and arc length in real world applications. 7

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Key Vocabulary Robotics –wheel and axle, rotations, circumference, diameter, distance line, calculate, predict, degrees Geometry –circumference, radius, diameter, arc, arc length 8

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Robotics Lesson Plan Core-CTE Lesson Plan Format Applied Robotics - Geometry1.docx Core-CTE Lesson Plan Format Applied Robotics - Geometry1.docx The integration of Geometry with Applied Robotics.pptx The integration of Geometry with Applied Robotics.pptx 9

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Geometry Lesson Plan Geometry\Applied Robotics Alignment Lesson Plan (Geometry).docx 10

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Introduction of the Lesson Element 1: Teacher will ask students if they have ever helped build a fence around his or her yard or if they have ever ran on a track. Teacher should ask how they knew how much fence was needed or how far did they run? 11

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Assess Student Awareness Element 2: Teacher and students brainstorm about how they solve real world problems and how they use math to accomplish these tasks. Teacher should assess prior knowledge at this point: –What do you call the distance around shapes, or polygons? –How do you calculate this distance around shapes, or polygons? –Are there special formulas to calculate this distance? If so, what are they? 12

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Geometry/CTE Embedded Lesson 13 Element 3: – Teacher demonstrates the vocabulary of the lesson. The teacher will need to ensure that students understand the concept of perimeter, circumference, radius, diameter, arc, and arc length.

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Decisions Exercise- Geometry Example Element 4: Teacher explains the process of calculating the perimeter of various shapes or polygons. The teacher needs to explain that the circumference of a circle could be seen as the perimeter of the circle. At this point, teacher should review the circumference formula and the formula for finding arc length. To help illustrate circumference, teacher can link robotics to this topic explaining that circumference can help illustrate how far a robot can travel with round wheels. Geometry\shapes.pub 14

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“Whose Line Is It?” ***Unit of measurement was not given here**** 921 89 42 76 49 32 45 15

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Traditional CTE Lesson Element 5: Students work on the robotics worksheet calculating all of the missing information by following the steps on the worksheet. These calculations can be completed in small groups for the first condition and the second condition can be completed individually. 16

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Demonstrate Understanding Element 6: Students will explain how they solved for the missing information on the robotics worksheet. Students can explain how their answer may have changed if there had been different information on the worksheet. 17

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Formal Assessment Element 7: Students will be challenged to create their own math/CTE examples of where they may find circumference or arc length at work in the real- world. (Excluding examples given in class.) 18

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Integrated Lesson What is your task? –Find a standard to use for your lesson- Start with CTE. –Accounting: http://www.fldoe.org/workforce/dwdframe/ http://www.fldoe.org/workforce/dwdframe/ –Math: http://www.cpalms.orghttp://www.cpalms.org –Create two lessons- CTE with Math and Math with CTE For example, a robotics lesson that integrates math and vice versa. 19

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2 3 4 How do these documents differ? Solve Linear Equations and Inequalities MACC.912.A-CED.1.1 MACC.912.A-REI.2.3 Make sense of problems and persevere.

2 3 4 How do these documents differ? Solve Linear Equations and Inequalities MACC.912.A-CED.1.1 MACC.912.A-REI.2.3 Make sense of problems and persevere.

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