LESSON PREPARATION

• Calculators• Note pages copies.• Copies of Numeric value chart for student binders• Print 10 copies of group participation rubric w

academic language

MAKING INFERENCESTypes of Inferences

Objectives 10:38• Students will compose sentences with

inferred messages/themes based on student-choice categories.

• Students will make inferences from a combination of text clues and previous knowledge.

• Students will explore types of inferences related to time (dates) and data.

Standard 2: Reading for all purposes

Bellwork 10:42-10:471. Create categories for the following images.2. Discuss your ideas with your right shoulder partner.3. Together, write a message about an image or category. 4. Choose teammate to report.Remember! It’s subjective. There’s no right or wrong answer.

OCEAN

MAN ASLEEP

WINGS

Palm Trees

.10 one-tenth 1/10 1:10 one out

of ten

10 percent10%

.20 one-fifth20¢ 1/5 2:10

1:5two out of ten

20 percent20%

.33 one-third 33¢ 1/3 3:10three out of

ten

33 percent33%

.50 one-half 50¢ 1/21:22:45:10

out of

50percent50%

.66 two-thirds 66¢ 2/3 2:3 two out

of three

66percent66%

.75 three-fourths

75¢3/4 3:4

three out of four

75 percent75%

1 min. Review! This is how we categorized the following numeric values in previous lesson.

10:45 – 10:50

Major Inference TypesStandard 2: Reading for all purposes

• Predictions • Setting, Location, Event• Time, Data, Statistics (Numbers)• Emotions, Traits, Qualities• Metaphors, Analogies• Categories

10:50 – 10:51

Major Inference Vocab – Choose 1 or 2 new words from below that you haven’t used previously. These are your words for today’s class/team discussions and for discussions in other classes. You will receive a score based on your use of academic language during your discussions. See rubric.

Standard 2: Reading for all purposes

conclude deduce supposehypothesize speculate assume suggest surmise hint suspect reckon reason presume interpret imply suppose figure out insinuate guess imagine interpretdetermine infer “read between the lines”

10:51 – 10:52

Objectives • Students will compose sentences with

inferred messages/themes based on student-choice categories.

• Students will make inferences from a combination of text clues and previous knowledge.

• Students will explore types of inferences related to time and data.

Standard 2: Reading for all purposes

10:52 – 10:53

1. One inference I can make from this article’s data about Iraq is…

2. One inference I can make from about Baghdad is…

Standard 2: Reading for all purposes 11:18 – 11:25

Use your academic language in your discussions (see rubric).P.S. You can also use the information in article’s DATE to help

you make more inferences.

I DO

Iraq has boosted oil production to 3 million barrels a day with the help of international oil companies. That's up from the 2.5 million barrels before the 2003 U.S.-led invasion. The streets of Baghdad, Iraq’s capital, are jammed with late-model cars, and restaurants and cafes are open well into the night.

“Iraq's economy shows signs of growth”

11

TIME, DATA, STATISTICSStandard 2: Reading for all purposes 15 min.

WE DO: Let’s try one together. What inferences can we make about the following stats:

Raise Your Hands!• Kathmandu, Nepal: The total number of tourists

by air (Jan – Dec, 2012), compared to same period in 2011, have increased by almost 10 percent to 598,204.

Let’s use our sentence frames/inference words:

* What is being implied (inferred) in the phrase by air? How do we know?* Time is being suggested (inferred) in the above statistics? What time

span is involved? How much of a time span?Same period in 2011, meaning Jan – Dec 2011A year’s time span.

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TIME, DATA, STATISTICSStandard 2: Reading for all purposes 15 min.

WE DO: Let’s try one together. Raise Your Hands!• Kathmandu, Nepal: The total number of tourists

by air (Jan – Dec, 2012), compared to same period in 2011, have increased by almost 10 percent to 598,204.

*Analyze the data/statistics above. Data is being hinted (inferred). Based on the given information (text clues), combined with (our background knowledge in math), what hidden data can we uncover?

What was the number of tourists by air in 2011? Does the passage give us enough clues to make this inference? Yes! We need to use (text clues) and our background knowledge of math to figure it out.

With your table group, discuss which inference clues in the passage can help you figure out the answer, and then attempt to find the solution.

13

TIME, DATA, STATISTICSStandard 2: Reading for all purposes 15 min.

WE DO: Let’s try one together. Raise Your Hands!• Kathmandu, Nepal: The total number of tourists

by air (Jan – Dec, 2012), compared to same period in 2011, have increased by almost 10 percent to 598,204.

What was the number of tourists by air in 2011?First, what is 10 percent of 598,204? (See demonstration back board)_____________________________ (is / of / % triangle) Now we take that amount (round it off) and subtract it from 598,204. 598,204 – 59,820 = ______________ tourists in 2011.How many more visitors were there in 2012?The total tourist in 2012 were 598,204 that was 59,820 more visitors in

same period (Jan-Dec) of 2011. Also, the number of tourists in 2011 was approximately 538,384.

Answers:

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TIME, DATA, STATISTICSStandard 2: Reading for all purposes 5 min.

For your exit ticket, what information can be figured out (inferred) from the text below though it doesn’t directly state it? (time/statistics) (1 pt. for each correct inference):

You must begin each answer with an inference phrase. You may use the following suggestions or use your own from your list.

The data implies /infers _________________ .I conclude / I have determined ___________________ .A’s: Back in 1950, the United Nations claimed that there were

28,264,000 people living in Vietnam. By 1955, those numbers had swelled significantly to 31,329,000.

B&C’s: An estimate puts the Vietnam population in 2012 at 91,519,289; in 2013 that number grew to 91,949,482, making the country the 13th most populous on the planet. However, Vietnam only has a small surface area and at 128,565 square miles.

YOUR TURN! Groups!

Objectives 1 min.• Students will compose sentences with

inferred messages/themes based on student-choice categories.

• Students will make inferences from a combination of text clues and previous knowledge.

• Students will explore types of inferences related to time and data.

Standard 2: Reading for all purposes

What is 1 inference you can make from this article’s data: Puerto Ricans fleeing debt battle

Standard 2: Reading for all purposes 11:15 – 11:20

Tuesday, 3 December 2013 Use your academic language in your discussions (see rubric).

A’s: Since 1996, the number of factory jobs in Puerto Rico has plummeted from 160,000 to 75,000.

B’s & C’s: Puerto Rico lost 54,000 residents – 1.5% of its population – between 2010 and 2012 alone. Since recession struck in 2006, the population has shrunk by more than 138,000 to 3.7 million, with the vast majority of the outflow headed to the mainland.

A’s, B’s, C’s: Mexico: As a consequence, employment in the maquiladora industry is down 20 percent from its peak in October 2000, when 1.3 million workers were employed.

Time, Data, Stats EXIT TICKET