One T o d a y

T h e Pas t , T h e P r e s e n t , T h e f u t u r e . . .

a n d s o m u c h m o r e !

History. . .

• Previous knowledge:

- News 2 You: Debate, Election

• Current Event:

- News 2 You: Inaguration Day

- TV/News coverage of event

• Projected Future:

- What do you think wil l happen next, fo r whom?

(President, caterers, songwr i ters, security, event

planners, writers, candidates who did not win, etc.)

Debates

Democrats: Republicans:

• Definition of party • Definition of party

• Platform (the big issue/s) • Platform (the big issue/s)

• The person nominated; • The person nominated; strengths, weaknesses. strengths, weaknesses, family, education, age, etc. family, education, age, etc.

• Amount of money spend on • Amount of money spend on campaign campaign

• Famous people supporting • Famous people supporting that party that party

5/9/13

Elect ion

• How does one get elected t o off ice? (history)

- h t t p : / / w w w . y o u t u b e , c o m / w a t c h ?

v = O U S 9 m M 8 X b b w (awesome v ideo on t h e

Electoral Col lege)

• How do w e make/ reg is ter our vote?

( technology)

- Ma i l and V o t i n g booths ; yes te rday / today

• Maps (geography)

• Ma th (numbers t o represent)

News 2 You

• Our procedure. . .

- ALL LA TEKS are incorpora ted

- Learned so i t can be se l f / s tuden t d i rec ted

- Anyone (subs, etc.) can do i t , because t h e

s tudents k n o w how t o do i t

- IAS k n o w h o w you w a n t th is lesson i m p l e m e n t e d

- Buys t i m e t o d o requ i red dut ies (test, assess,

prepare ARD paperwork , etc.)

I nagu ra t i on Day

• Party/Event Planning (who, wha t , w h e n , why , where)

• Bidding fo r t h e job (what j o b can I do , w h a t do

I charge)

• Invi tat ion t o a t tend (what do I wear . . .what 's t he wea ther , w h a t is socially appropr ia te , wh ich pa r t y /even t , inside or outs ide, t ime of day, how do I get there , how much money do I have to spend)

2

So...what was the weather

* [ " r ange " of temperature]

Leander, TX

• Sunday H 75 L42

• Monday H 74 L62

• Tuesday H 73 L41

Highest H 75

Lowest L 41

- Color code the temperatures

- What would you need to pack in your suitcase?

Washington, D.C.

• Sunday H 62 L38

• Monday H 47 L32

• Tuesday H 32 L19

Highest H 62

Lowest L 19

- Color code the temperatures

- What would you need to pack in your suitcase?

I n t e r e s t i n g w e a t h e r facts. . .

Inaugural Weather Fact Sheet 1817 = First outdoor inauguration. President James Monroe was sworn into office. 1873 = Coldest March 4th inauguration. Noon temperature was only IS'F with a record low temperature for March of only 4°F. Sunshine was no help as the wind made It bitterly cold. President Ulysses S. Grant was sworn into office for his second term. 1909 = Most snow with 9.8 inches. Also very strong winds. President William H. Taft was sworn into office. 1913 a Warmest March 4th inauguration. Noon temperature was 55'F. 1937 a First inauguration held on January 20th. 1937 = Record rainfall, it was President Franklin D. Roosevelt's second inauguration. A total rainfall of 1.77 Inches fell that cold day. Between 11 am and 1 pm, 0.69 inches of rain fell with a noon temperature of 33° F. 1961 = Eight (8) inches of fresh snow laid on the ground for President John F. Kennedy's inauguration. 1981 = Warmest January inauguration. Noon temperature was SS'F. It was Ronald Reagan's first inauguration and would greatly contrast his second inauguration listed below. 1985 = Coldest January inauguration (Jan. 21). Noon temperature was only 7*F. The morning low temperature was -4'F and the afternoon high was only 17°F. Wind chill temperatures in the afternoon were in the-10 to -20°F range, ft was Ronald Reagan's second inauguration ceremony.

Past...and...Present

5/9/13

Highlight: One Today, by Richard Blanco

What we discussed/experienced in

this poem... „«, to parents)

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5/9/13

. . .and m o r e !

Wha t are other annual events tha t f i t

this fo rmat?

• Super Bowl ( foo tba l l ) /March Madness

(basketbal l) , etc. (economics; TV

advert isements and part ies)

• Holidays (economics; newspaper and TV ads

t h a t plan fo r people t o be out shopping on

the i r day off)

• TV /Mus i c /Mov ie award shows /wa tch part ies

• Commun i t y Events (Rodeo, Fair, Races, etc.)

Range and M o d e + a l i t t le m o r e !

LasionTitla: Ranga/Maan/Modt/Madlin

Laval 1 DTha rtudant will parttcipat. in singing Iha long |(or rani.|, chanting

and stand in tha "middla" of a sat of thtn (formadian). Thay will

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aquation forr.n S. ih* houi./path/imall bam = [1: Ih! vIiu.lmod.Ho

im aach and to diicovartha madi.n and DO THE MATHI creating th.

isant| to arma at tha correct antiwar for maan/.varaga.

w(r..t Ufa] how to jorv.lor rang. *n?Wrnt f obi do paoplad

- antatopa pl.y." [DRAW: bit Houu, path (minui) imillb

,fcwork(for.BChchlld|...whatna*i

Samp le w o r k s h e t s

c , m n l „ ™ m „ U t n J . ' Sample w o r k s h e e t - L e v e l 2 Sample comp le ted :

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We take time to perform the computations for range, mean, mode and median for their homework turned in each 5 weeks...and they determine if they met their previous goal and set

their individual goal forthe next 6 weeks!

Blank worksheet - Level 3 Sample worksheet - Mean

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Mean, Median, Mode, and Range First arrange the numbers tn order bg size.

, Example, 3,5.5.6.8.10.12

Mean, €be corwcige of •the Dumbere - -1. Add the mmbers together.

2. Divide by how many number is were added. 3+5+5+6+8+10+12=49 49 / 7 = 7 ; The sean i s 7.

NfidlGDs ®» middle number of a sequence tbe vdian is tbe uddlf nuber ihefi ntibers are arranged in order by size. For ao ere® snber of irabers, the Kdiui is the a?erage of the t n miters k the middle. The ledian is 6. . * ,-

MMa the iicfmber that orocms most often Find the Qiaber (s) tkat m m tost often in the sequence (there u j be tore t k i cce). Tbere are tro 5's and oce of each of tbe other liiaben. Tbe iode is 5. • _

Rangcix {be Mmm M i ® {be lowest and MghastYotaes Subtract the aal lest rater fim the largest niber. 1 2 - 3 = 9

Lesson Title: Range/Mean/Mode/Median

TEKS: 6.2 Number, operation, and quantitative reasoning. 7.5 Patterns, Relationships, and algebraic thinking 8.12 Probability and statistics.

Essence Statement: Solve problems/Uses equations to solve problems/Displays and interprets relationships among data

Level 1 DThe student will participate in singing the song (for range), chanting the cheer (for mode), make a mean face and shake their finger (for mean) and stand in the "middle" of a set of three (for median). They will participate in coloring a bar graph and assist in pointing to the bar that has the most in it.

Level 2 • The student will participate in singing the songs (for range), chanting the cheer (for mode), make a mean face and shake their finger (for mean) and stand in the "middle" of a set of three (for median). The student will count/number how many pages of homework they turned in (on the back of each assignment). The student will complete the provided bar graph to represent the homework of each student in the class. The student will fill in and complete the computations for range/mode/mean and cross out numbers of the data set to compute the median on the worksheet with the correct numbers and perform the computations to arrive at the correct answer.

Level 3 • The student will participate in singing the songs (for range), chanting the cheer (for mode), make a mean face and shake their finger (for mean) and stand in the "middle" of a set of three (for median). The student will count/number their homework pages and complete a bar graph with the numbers representing each student in the room. The student will create the equation for range (big house/path/small barn = []; the visual model for mode (an ice cream cone labeled with each number represented and a circle/scoop of ice cream for each time that same number appears) then circle the "cone" with the most ice cream scoops on it; Cross out numbers equally one at a time from each end to discover the median and DO THE MATH! creating the equation (add every number together then divide by the number of numbers present) to arrive at^t^

Beginning Awareness Basic Recall Application

Essential Unit of Study: Math/Science

Understandings:

• The student will collect, sort, organize, record and display data and demonstrate understanding of mean, mode, range and median.

Essential Questions: • Why do you need to know (real life) how to solve for range, median,

mode, mean? What jobs do people do that use these skills?

Overview:

Prerequisite Skill Materials: Vocabulary: - Data sets (or homework to count) Mean - Pencil Mode - Bar Graph (all levels) Median - colored pencils Range - Graphic organizer with equation Equation blanks to fill in with the correct Solve numbers, (level 2) Data set - worksheet with questions (level 3) - calculator

Learning Objective: The student will create equations to solve problems and interpret data.

Evidence: The student will create the correct equation for the requested outcome, correctly solve the equation and provide the correct answer for the interpretation of the data.

Assessment Task: Create equation and solve using a specified data set for range, mode, median and mean.

Pre-Assessment: Student can perform "song," "cheer," or "saying" that helps them create the correct equation with the correct "function" to solve the mathematical equation and derive the correct answer. The student also needs to be able to use the calculator correctly.

Procedure: (Debriefing and Guided Practice) (Teacher says, "BOLD.")

Sing/say - Range: "Home, home on the range, where the deer and the antelope play." [DRAW: big house, path (minus) small barn = a box for the answer.

SCREAM - Mode: "I scream, you scream, we all scream for ice cream. I WANT MORE, I WANT MORE, I WANT MORE!" [draw an ice cream cone and label it with a number for each number name/flavor in the data set"]

Say - Median: I want to be in the middle, [draw three circles and color in the circle in the middle]

u/i+b n •finrn u n i r o - fuii+lt rt c+pnn f r i f o nnA \nr\\A\nr> i in n "+um f i n n o p / n s n r s v n i I I I M l l l l l l VWI**W » W i l l i M mtri W i l l I W MMM IIWIMII IM 'Ml* *"* IVWW | II IMWI I I WM'W W

sign") Do the Math (then individually hold up one finger and say "add," then hold up the second finger and say "divide")

Reflection: Does it work (for each child)...what needs to change to make it work for each child?

One Today One sun rose on us today, kindled over our shores, peeking over the Smokies, greeting the faces of the Great Lakes, spreading a simple truth across the Great Plains, then charging across the Rockies One light, waking up rooftops, under each one, a story told by our silent gestures moving behind windows.

My face, your face, millions of faces in morning's mirrors, each one yawning to life, crescendoing into our day: pencil-yellow school buses, the rhythm of traffic lights, fruit stands: apples, limes, and oranges arrayed like rainbows begging our praise. Silver trucks heavy with oil or paper— bricks or milk, teeming over highways alongside us, on our way to clean tables, read ledgers, or save lives— to teach geometry, or ring-up groceries as my mother did for twenty years, so I could write this poem.

Al l of us as vital as the one light we move through, the same light on blackboards with lessons for the day: equations to solve, history to question, or atoms imagined, the " I have a dream" we keep dreaming, or the impossible vocabulary of sorrow that won't explain the empty desks of twenty children marked absent today, and forever. Many prayers, but one light breathing color into stained glass windows, life into the faces of bronze statues, warmth onto the steps of our museums and park benches 2 as mothers watch children slide into the day.

One ground. Our ground, rooting us to every stalk of corn, every head of wheat sown by sweat and hands, hands gleaning coal or planting windmills in deserts and hilltops that keep us warm, hands digging trenches, routing pipes and cables, hands as worn as my father's cutting sugarcane so my brother and I could have books and shoes.

The dust of farms and deserts, cities and plains mingled by one wind—our breath. Breathe. Hear it through the day's gorgeous din of honking cabs, buses launching down avenues, the symphony of footsteps, guitars, and screeching subways, the unexpected song bird on your clothes line.

' " M L ©

Hearr squeaky playgruund swings, trains whistling,

or whispers across cafe tables, Hear: the doors we open for each other all day, saying: hello| shalom, buon giorno |howdy |namaste |or buenos dias in the language my mother taught me—in every language spoken into one wind carrying our lives without prejudice, as these words break from my lips.

One sky: since the Appalachians and Sierras claimed their majesty, and the Mississippi and Colorado worked their way to the sea. Thank the work of our hands: weaving steel into bridges, finishing one more report for the boss on time, stitching another wound 3 or uniform, the first brush stroke on a portrait, or the last floor on the Freedom Tower jutting into a sky that yields to our resilience.

One sky, toward which we sometimes l i f t our eyes tired from work: some days guessing at the weather of our lives, some days giving thanks for a love that loves you back, sometimes praising a mother who knew how to give, or forgiving a father who couldn't give what you wanted.

We head home: through the gloss of rain or weight of snow, or the plum blush of dusk, but always—home, always under one sky, our sky. And always one moon like a silent drum tapping on every rooftop and every window, of one country—all of us— facing the stars hope—a new constellation waiting for us to map it, waiting for us to name it—together

OneTalay^/' One sun roselon us today, kindled over our shores, peeKng over the Smokies, greeting the faces of the Great Lakes, spreading a simple truth ! j. across the Great Plains, then charging across the Rockies. { pneltg©%aking up rooftops, under each one, a story told by ourcfifcnt gestures moving behind windows - - ,

My face, your face, millions ofjacjejjn morning's mirrors/*'^ e~ ^ each one yawning to life, erescendoing into our day: X»^ BeTtclt-yellow school buse& tEe rhythm of traffic lights, fruiFstands: apples, limes, and oranges arrayed like rainbows begging our praise. SUver trucks heavy with oil or paper—/ bricjcs^^nifc^eminglo^er. highways alongside us,

/ 'on our way to clean tables* lead ledgers, or save hves^ Vjo tea^gjomefrYi^tfflfcUR. groceries as my_mother did"

f for twenty years, so I could write this poem

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"AU of us aslyitaljias the ^^hght)we move through, the same lighfon blackbolircG~with lessons for the day: equatio^tosojh/gjhistory to question, or atoms imagined, theO have a dream) we keep dreaming, or the impossible vocabulary of sorrow that won't explain, the empty desks of twenty children marked absent today, and forever. Many prayers, but one light breathing color into stained glass windows, life into the faces of bronze statues, warmth onto the steps of our museums and park benches 2 as mothers watch children slide into the day.

One ground. Our ground, rooting us to every stalk of corn, every head of wheat sown by sweat and hands, hands gleaning coal or planting windmills/ in deserts and hilltops that keep us warm£Eands> digging trenches, routing pipes and cables, hands as worn as my father's cutting sugarcane so my brother and I could have books and shoes.

The dust of farms and deserts, cities and plains mingled by one wind—our breath. Breathe. Hear it through the <33yTgbrgeous din of honking cabs, buses launching down avenues, the symphony / of footsteps, guitars, and screeching subways, the unexpected song bird on your clothes line.

Hear: squeaky playground swings, trains whistling,

or whispers across cafe tables, Hear: the doors we open for each other all day, saying: hello| shalom, • buon giorno |howdy |namaste |or buenos dias in the language my mother taught me—in every language spoken into one wind carrying our lives without prejudice, as these words break from my lips.

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^One sky: since the lAjppalachians and Sierras}claimed their majesty, and thajSai^issippi their way to the sea. ThanTTtEFwork"oT6uf "Sands: / weaving steel into bridges, finishing one more report f for the boss on time, stitching another wound 3 or uniform, the first brush stroke on a portrait, or the last floor on the Freedom Tower jutting into a sky that yields to our resilience.

One sky, toward which we sometimes lift our eyes tired from work: some days guessing at the weather of our lives, some days giving thanks for a love that loves you hack, sometimes praising a mother who knew how to give, or forgiving a father who couldn't give what you wanted.

We head home: through the gloss of rain or weight of snow, or the plum blush of dusk, but always—home, always under one sky, our sky. And always one moon like a silent drum tapping on every rooftop and every window, of one country—all of us— facing the stars hope—a new constellation waiting for us to map it, waiting for us to name it—together

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