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K–12 teaching and learning · from the UNC School of Education

Interdisciplinary Integrated Unit on DNA/Genetics Part B: Math

The second lesson of an interdisciplinary integrated unit on DNA and genetics, focusing on math. The other lessons in the unit focus on science and language arts.

A lesson plan for grades 6–7 Computer/Technology Skills and Mathematics

By Jane Lentz, Jimmy White, Marlene Smith, and Tori Goldrick

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Learning outcomes

Using a teacher created math survey, students will collect data, create computer spreadsheets, charts, and graphs. They will answer teacher created math questions and answer these questions using percent, ratio, and their spreadsheets, charts/graphs. The students will complete a final journal writing assignment discussing their findings. The teacher will score students.

Teacher planning

Time required for lesson

4-5 days

Materials/resources

Technology resources

  • Computer lab
  • Word processing program
  • Spreadsheet program

Pre-activities

Teacher will need to explain integrated lessons for the week.

Activities

Day 1

  1. Teacher explains math project and math survey activities for the week (20 minutes).
  2. Students and teacher go to the computer lab to learn how to complete spreadsheets and charts/graphs (60 minutes).
  3. Teacher will explain the math survey (see attachment: Excel format, Works format). Emphasize that the math survey must be completed in order to do the next day’s activities (10 minutes).

Day 2

  1. In the computer lab, students will create spreadsheets using their math surveys and create either a chart or graph (90 minutes).

Day 3

  1. Teacher reviews percent and ratio operations (30 minutes).
  2. Students will answer the math survey questions (see attachment) (60 minutes).

Day 4

  1. Students in small groups will look at data and share their findings on the information they collected from the math survey spreadsheets, charts, and questions (20 minutes).
  2. Journal Writing Activity. (see attachment) (50 minutes).
  3. Teacher leads open discussion on final results and thoughts of project (20 minutes).
  4. The teacher will collect all students’ projects and use a rubric for assessment (see attachment: Excel format, Works format).

Assessment

Students will be assessed according to how much of each part of the Math survey project they complete. The teacher will use a rubric for grading the assignment (see attachment: Excel format, Works format).

Supplemental information

It may be helpful if less proficient students pair with other students for help in completing the project.

Comments

The seventh grade teachers wanted to plan an interdisciplinary unit that integrated a topic in three curriculum areas. In previous math lessons, students have completed spreadsheets, charts/graphs. I like to integrate math lessons so students learn how math relates to technology and the real world.

North Carolina curriculum alignment

Computer Technology Skills (2005)

Grade 7

  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.02: Enter/edit data and use spreadsheet features and functions to project outcomes and test simple "what if..." statements in content assignments. Strand - Spreadsheet
    • Objective 2.05: Use a variety of collaborative tools to survey, collect, communicate information for content area assignments. Strand - Telecommunications/Internet
  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.05: Modify/create spreadsheets and graphs/charts to analyze and interpret data for content assignments. Strand - Spreadsheet
    • Objective 3.06: Create/modify spreadsheets to test simple “what if...” statements to solve problems and make decisions in content areas. Strand - Spreadsheet

Mathematics (2004)

Grade 7

  • Goal 1: Number and Operations - The learner will understand and compute with rational numbers.
    • Objective 1.01: Develop and use ratios, proportions, and percents to solve problems.
  • Goal 4: Data Analysis and Probability - The learner will understand and use graphs and data analysis.
    • Objective 4.01: Collect, organize, analyze, and display data (including box plots and histograms) to solve problems.

  • Common Core State Standards

    • Mathematics (2010)

      • Grade 6

        • Ratios & Proportional Relationships
          • 6.RPR.3Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Make tables of equivalent ratios relating quantities with whole-number...
        • Statistics & Probability
          • 6.SP.4Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
          • 6.SP.5Summarize numerical data sets in relation to their context, such as by: Reporting the number of observations. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. Giving quantitative...