Student: Florentino Juarez

Subject/Concept: Math

Grade Level: 5th

1. Standards:
• 2.0 To solve problems, communicate, reason, and make connections within and beyond
the field of mathematics, students will use various algebraic methods to analyze,
illustrate, extend, and create numerous representations (words, numbers, tables, and
graphs) of patterns, functions, and algebraic relations as modeled in practical situations.
o SWBAT compute Mayan Mathematics by working with base 20.
• Develop an educational environment that promotes respect for differences.
o SWBAT summarize the history of the Mayan civilization.
• Auditory: Students will be able to work in groups when solving math problems –Visual:
Students will read about Mayan the Mayan Civilizatio n –Kinesthetic: Students will draw
Mayan numbers and solve Mayan addition/subtraction problems
• Spatial Intelligence is implemented as students will perceive the Mayan numbers such as
the clam, dots, and bars into numbers as we know them as 0, 2, 5, and 17.

2. Materials:
3. Instruction- learning Process:
• Do First: (5 minutes.)
o On the white board draw one dot, a horizontal bar, and 2 dots over a flat bar.
o Ask students if they have any idea what they might represent.
o Explain how one dot represents the number 1, the flat bar represents the number
5, and the 2 dots over the flat bar represents the number 12.
o Let the student know its Mayan Mathematics.
• Mini-lesson: (30 minutes)
o Hand out reading material Chapter 1: Writing Number and Dots pages 1-5.
o Read material together as a class.
o Explain to students 4 is represented by 4 dots and reminded how in the
introduction a flat bar was 5. The number 9 is represented by a flat bar and 4 dots
above. 10 will be represented by 2 flat bars. Both the bottom and top bars are 5. 5
+ 5 = 10.
o Emphasize to students that 0 is drawn out as a clam as shown in the reading.
o For this introductory lesson we will be using numbers 0-19.
o On board display chart how the Mayan’s use a base 20.
o 𝟐𝟎𝟑 o 8000
𝟐 o
o 𝟐𝟎 400
𝟏 o
o 𝟐𝟎 20
𝟎 o
o 𝟐𝟎 1

• Guided Practice: (15 minutes)

o Call on students using Popsicle sticks, have them write a number on the board
then they try to draw it in Mayan.
o If student is having trouble he or she may use Popsicle sticks to call another
student for help.

• Independent Practice: (45 min.)

o Pass out writing summary worksheet, students will summarize about the reading
 and facts about the Mayan civilization.
o Hand out both Mayan Math worksheets, students may work with partners quietly
and effectively.
o Walk around the classroom seeing the students’ progress.
o Worksheet 1
o Students will use the Mayan number chart from the reading to answer questions
1-10
o Students will then answer questions 11-20 drawing the represented number in
Mayan.
o Worksheet 2
o Students will complete number line 0-19. The number line will require to be filled
in with numbers we know and student will have to draw in Mayan Math. Vice
versa Mayan number will be drawn and students will display what number is
represented.
o Students will add and subtract in Mayan and answer will be drawn in Mayan as
directed on worksheet.
o Have students submit their work in completed assignments bin.
• Exit Slip: (5 minutes)
o Student will complete 5 additional questions.
o Check answers with entire.
4. Resources:

Mayan Math[PDF]. (2012, May 11). Los Angeles: UCLA.

Murgel, J. (1997). Mayan mathematics and architecture. Denver: Goals 2000--Partnerships for

Educating Colorado Students, El Alma de la Raza Curriculum and Teacher Training Project.

Pitts, M. (2009). Maya Number and The Maya Calendar. Retrieved April 26, 2018, from

http://www.famsi.org/research/pitts/MayaGlyphsBook2Sect1.pdf

Writing a Summary Worksheet[PDF]. (n.d.).

5. Reflection:
• What specific subject concepts, skills, applications, etc. does the student achieve for the
grade level identified in the lesson plan?
o Students apply their deciphering skills as they are introduced to Mayan numbers
then code number into Mayan.
• What specific multicultural knowledge, skills, etc. has the student achieved?
o To some students, they gained knowledge of their ancestral ways of mathematics.
For other students they learned the way Mayan wrote math and a brief history
about another culture.
• Assess the level of student engagement and active learning in the lesson strategies
 selected for the “Instruction- learning process?”
o Students are constantly participating in the lesson. In the beginning students are
asked if they recognize the Mayan drawings. Next, students take turn reading
Chapter 1 introductory of Mayan numbers. Last, students work together in
partners and collaborate answers with each other to complete the worksheets.
Students have a summary worksheet that they can briefly display what they
learned from the Mayan civilization.
• Lastly, list the strengths and weaknesses of the lesson plan
o Strengths:
▪ Applies number computation.
▪ Students see a new view from solving mathematical problems.
▪ Challenges their way to solve and apply number in Mayan and as we
know.
▪ Teaches students history of mathematics
▪ Students working together.

o Weaknesses:
▪ Students may not understand the base 20, have knowing only working
with base 10.
▪ Or not challenging enough and will have more of a challenge in lesson 2
where numbers are in the 100’s and 1000’s.
▪ Students may be distracted working with a partner.