Sample Lesson Plan with Collaboration Notes Name: CTE School: Johns Hopkins University Grade Level: 8 Subject:

Mathematics Lesson Duration: One 80 minute block Indicator Statement: Identify, write, solve, and apply equations and inequalities Objective: Write equations or inequalities to represent relationships Selected Collaboration Model: Consultation One Teaching, One Assisting Station Teaching Parallel Teaching X Alternative Teaching Team Teaching Instruction: 20 Minutes The teacher will explain what an exchange rate is and will share with the students that different countries use different currency. For example, in some countries in Europe euros are used instead of dollars. At this time the teacher should pass around any foreign currency that has been collected. The students will notice that some other currency is much more colorful than ours is, and some bills are significantly larger and some significantly smaller than ours are. Say to the students, An Exchange Rate is the ratio at which the unit of currency of one country is or may be exchanged for the unit of currency of another country. Open the Inspiration Software concept map titled Foreign Currency. Direct student teams to take three minutes to brainstorm different names of foreign currency that they have seen or heard. After three minutes, ask the team Facilitator to share their teams ideas. Record these ideas on the concept map. Pass out the How much is that doggy in the window? handout to each student. As a whole group, preview the scenario together. Using the overhead projector and an overhead calculator, model how to complete the first conversion on the handout (1 U.S. Dollar = .69 United Kingdom Pounds). The sample equation is: Dollars 1 = 10 Pounds .69 x 1x = .69x10 x = 6.9 pounds
Johns Hopkins University Center for Technology in Education Professional Collaboration Course Fall 2004

Have teams pose questions back to the teacher ensuring that students understand how to convert currency using a given exchange rate. Accommodation Note: Based on my class profile, The Equation Procedural Directions act as a Presentation-Understanding Information accommodation needed by my student population. Models and demonstrations are also identified as a needed accommodation and are included in this lesson. Collaborative Teaching Note: During this portion of the lesson the Special Educator should present content to the entire class. The General Educator should pull a small group of students to the back of the room. This small group should be determined based on student completion of the previous nights homework assignment. Any studentgeneral education or special educationwho scored lower than 80% will be pulled for this small group instruction. Ideally, this small group should not exceed 7 students. The same content should be presented using the same example. The General Educator should help the small group of students develop a list of procedural steps for solving the equation. This list, which becomes The Equation Procedural Directions can be prepared and distributed to the students at the end of the small group session. Students should be directed to bring the equation procedural directions back to their team for the team portion of the lesson. 20 Minutes Direct teams to complete the next three exchange rates activities (Euros, Yen, and Rand) together using think aloud. The Think Aloud process should rotate from student to student so that each student has to verbalize a direction or step to complete the activity. Reiterate that all team members should be on the same step at the same time, and no team member should move ahead. The recorder should take notes on each step or direction given by the team members. These steps or directions then become The Equation Procedural Directions for each team member as to how to solve the math problem. Accommodation Note: Based on my Class Profile matrix, I have identified that my students benefit from small group interactions and explicit instructions (recording of steps/directions). The Equation Procedural Directions developed during the alternative teaching act as an accommodation for support. Collaborative Teaching Note: Both the Special Educator and the General Educator should float between groups during this team activity. Both teachers need to informally assess which students will need to be pulled for an Alternative Teaching during the next individual activity. Students who worked with the General Educator in small group, may need to be prompted to refer to The Equation Procedural Directions during this activity. Once the team has ensured that all team members know how to calculate the conversions, team members should complete the last two conversions (Pesos and Australian Dollars) independently. After all team members have completed the last two problems, the teams should process out answers and clarify any discrepancies by walking through the problems step by step.
Johns Hopkins University Center for Technology in Education Professional Collaboration Course Fall 2004

Assessment: 30 Minutes Independently have students complete the two word problems at the bottom of the How much is that doggy in the window? handout. Circulate in order to determine which individual students need additional reinforcement. After 20 minutes review answers with the whole class and homework out of the textbook. Accommodation Note: If students in this new alternative teaching group do not have The Equation Procedural Directions, provide them with a copy at this time. Collaboration Note: An alternative teaching model or small needs group may need to be formed in order to support students who are struggling with the decimal conversion. This group, now led by the Special Educator, does not necessarily need to be the same small group pulled during the first whole group instruction activity. Again, this group should be driven by student performance on the team activity.

Johns Hopkins University Center for Technology in Education Professional Collaboration Course Fall 2004

How much is that Doggy in the window? Name_____________________________ Date__________________ One day, Doris was walking down the street singing her favorite song: How much is that doggy in the window, The one with the waggily tail? How much is that doggy in the window? I do hope that he is for sale. As she was walking along, humming the song, she actually walked up to a window with a doggy in it. She went into the pet store and inquired about the price. The owner was a peculiar fellow and answered, Well, if you pay in dollars it will cost you $10 but I dont accept dollars, but I do accept foreign currency. Doris was confused at first. The shop owner handed her a table with exchange rates printed on them just like the table below.

Exchange Rates
1 U.S. Dollar = .69 United Kingdom Pounds 1 U.S. Dollar = .80 European Euros 1 U.S. Dollar = 109.17 Japanese Yen 1 U.S. Dollar = 6.30 South African Rand 1 U.S. Dollar = 10.68 Mexican Pesos 1 U.S. Dollar = 1.30 Australian Dollars Use the table above to determine how much the $10 doggy would cost if you paid using currency from various countries. Cost of the $10 Doggy in Foreign Currency Number of U.K. Pounds = Number of European Euros = Number of Japanese Yen = Number of South African Rand = Number of Mexican Pesos = Number of Australian Dollars = Doris spies a canary that she would like to take home. The storeowner says that the canary costs $4.50 in United States dollars but that he will only accept Japanese Yen for the canary. How many Yen will the canary cost? Doris would also like to take home the orange kitten. The storeowner says the cat costs $8 but he will only accept United Kingdom Pounds. How many Pounds will the kitten cost?
Johns Hopkins University Center for Technology in Education Professional Collaboration Course Fall 2004

Johns Hopkins University Center for Technology in Education Professional Collaboration Course Fall 2004