Mr.

Oulton, Math 8

Class: Grade 8 Math (8WH)

Oulton
Date: Friday, March 27th, 2015

Teacher: Mr.

Lesson Title: Harry Potter

Size: 20-SM/19-WH

Class

Time: 50 mins
Curriculum Outcomes:

Learning Objectives:
1. Students will be able to demonstrate use of proportional reasoning to solve real world problems.
2. Students will be able to relate parts and wholes of ratios in real world context.

Materials:
Harry Potter Activity Sheets (20)

Prize for the drawn name (each group that completes 4/5 riddles is entered in the draw)
Bell-work in page protectors (blue binder behind my desk)
Math 8 textbooks + Calculators (at back of room, students know where they are)

A. Bell work (10 minutes):

Students will come in and start working on the Bell work problems found in page protectors.
They can work in pairs or on their own. After about 7-8 minutes, start going over the answers (even
if students are not finished). Use this time to assess individuals as part of the Formative Checklist as well as provide hints if the questions are difficult. These problems are related to the unit
outcomes as well as improve algebra skills (ongoing outcome).
B. Explain Harry Potter Activity (5-7 minutes):
Students will be paired up ahead of time in building pairs (so that each student has someone of
different level). Students must work together to complete the ratio, rate, or proportion questions. Once
theyve answered the questions, this will reveal a clue to their riddle. Each riddle has three clues that
pertain to a person, place, or thing in the school. After all questions are completed, the students must
work together to identify the correct answer to the riddle. Students who complete 4/5 riddles will be
entered in a draw for a prize (pencil, sharpener, eraser, etc.).
C. Harry Potter Activity (25-30 minutes):
Students should work in their pairs to complete the questions. Questions may be answered about the
questions, but not the riddles. Students will most likely work very quietly to keep their answers secret.
Make sure that its not just one partner doing the work by periodically going around and asking students
to explain one of the questions (add this to the Formative Assessment checklist).

D. If students finish early:

If students finish early and are happy with their result, have students work on pg. 284, #4-8 in
Math 8 textbook. They may also work on the Stretch Tasks pinned to the front board (extension
tasks they can complete at any time when theyve finished work early).

Mr. Oulton, Math 8

Differentiation Strategies:
Students are organized so that if they are unsure of how to complete a question, they will have a
partner to help them with their understanding. The questions are also leveled, starting with easier
ones at the beginning so that all students are at least able to attempt some of the questions.