Fall 2012 A. TITLE OF LESSON Furthering Knowledge of Variables B.

RELATED VIRGINIA STANDARDS OF LEARNING Patterns, Functions, and Algebra Focus: Equations and Properties 5.18 The student will a) investigate and describe the concept of variable; b) write an open sentence to represent a given mathematical relationship, using a variable; c) model one-step linear equations in one variable, using addition and subtraction; d) create a problem situation based on a given open sentence, using a single variable C. LEARNING OBJECTIVES KNOW UNDERSTAND The student will be able to The student will explain the state the definition of a different ways in which variable. variables can be found and solved in a problem.

The student will be able to locate the unknown variable.

The student will be able to know what the components of an open sentence.

The student will give examples of different ways an unknown variable can be represented (i.e., different letters, open boxes, etc.) The student will understand The student will create their that an open sentence has an own word problem equal sign. provided with an open sentence.

DO The student will write an open sentence with addition, subtraction, multiplication, or division, using a variable to represent a missing number. The student will solve word problems in which there is an unknown variable.

D. ASSESSING LEARNING The students will all complete a homework sheet that is from their workbooks. All students will be given the same worksheet. This worksheet goes over in the information that was discussed in prior classes as well as this class. The students in the classroom have been placed in this class based on their ability levels; in the beginning of the school year, they were leveled into different groups. E. MATERIALS NEEDED SmartBoard - provided by classroom Dry erase board - provided by classroom Workbook for homework - provided by students Unifix cubes - provided by cooperating teacher Colored chips - provided by cooperating teacher

Fall 2012 F. PLANNING The tasks: There will be a SmartBoard presentation/lesson that the students will pay attention to as well as be interactive in their learning of the information. The students will use interactive materials to solve one-step linear equations as well as word problems. The students will begin their homework if time is left over in class, and will complete the worksheet for homework if they dont finish it in class. This will be used as a final assessment to see if the students understood the material. Math Concepts and Processes: The Standard of Learning relates to patterns, functions, and algebra with the focus on equations and properties. The main focus of the students learning is problem solving. They will be putting their knowledge into application. This is one of the later lessons in the unit, so the students will have a basic understanding of the information. Therefore, they will already have basic knowledge of what they need t know, and will be using their knowledge to solve problems. Mathematical Questions and Anticipating Student Responses What is a variable? What is an expression? What is the difference between an expression and an open sentence? How many cookies does Melody now have? Can you create a story with this open sentence? G. Procedure Teacher Thoughts BEFORE: The students will have been introduced to the basics of this SOL the week prior to this lesson. To get them reminded of what they learned the previous week, I will give them an entrance card. The students will be given this entrance card when they enter the classroom. On the card itself as well as written on the board will be the directions: With your knowledge on variables, figure out the value of the variable in the given problems. The students will complete this short entrance card while they are waiting for the rest of their classmates to come into the classroom. When all the students are seated in the room, I will give an additional minute or two to allow the last students who entered the room to complete their cards. With this entrance card, the students

Student Responses I expect the students to have an understanding of the questions. They will answer the questions correctly and show their work on the entrance card. I expect that there will be a few students who do not know what to do on this card because they did not fully grasp the content on the first go-round. I expect the students to raise their hands and ask questions, but I will let them know that these questions are not graded but are just to see how well they recalled the information.

Fall 2012 are engaged in the activity before the activity before the lesson even begins. DURING: The students will be sitting in their seats listening to me in front of the classroom. I begin the lesson with a review of the knowledge they should already have on variables. I will first say, What is a variable? I will allow the students to raise their hands and give me their answers. I will then click the Smartboard lesson to reveal the components of a variable. I will say that a variable is a letter or a symbol, explaining that it could be a letter such as x or n, or could be represented as a blank box in some cases. I will then tell them that they are often used in expressions. From there, I will show the students two examples. I will then click to the next slide that talks about expressions. I will say, I just said that variables are used in expressions. Does anyone know what an expression is? I will allow the students time to respond and listen to their responses. After listening to their answers and responding appropriately, I will tell them that an expression is a mathematical phrase. I will tell them that it combines numbers, operation signs, such as addition and subtraction, and sometimes variables. I will also say that an expression does not have an equals sign. From there, I will give two examples, one with a variable and one without a variable. I will then pull the problem 7 + w up on the Smartboard. I will ask the students to think in their head of which of the responses at the bottom represents the corresponding actions. I will then call three students up to the board to drag them into their correct spots. We will then check the answer, moving on further when we have received the correct response. I will then talk about how it is possible to take a story and turn it into numbers. I will read Ashley had seven kittens. She gave four to Tara. I will ask the students to raise their hand if they know

I expect that some students will be confused with the difference between an expression and an open sentence. But, overall, I expect that the students will have an understanding of what a variable is and be able to understand what an expression is because they have already been exposed to that.

Fall 2012 how to write this as an expression. When the students have answered correctly, I will move onto the next question. I will say Zack ate three apples and then ate some more. I will ask the students what we know about the problem and if there is anything that we are unknown of. When the students say that we dont know how many some more was, I will say yes, and how do we represent something that we do not know? If the students are unsure, I will say sometimes they are represented as letters or symbols, hoping to re-spark what we had discussed earlier in class. When the students have completed that question, we will move onto the final one. Melody baked 14 cookies then ate 5. I will ask the students to raise their hands when they come up with the correct response. We will then go through more example problems in which the students have to take the words and put them into the correct expression. I will ask students to raise their hands and come up to the board when they figured out the response. I will also ask the class if they agree with the appropriate responses. One student will come up to the board to check their answer. Once we have gone over a few of the questions, I will then explain to the students that it is possible to figure out the correct answer to an expression if you are given the value of the variable. I will then bring up the Smartboard slide that discusses Evaluation Expressions. I will ask the students to do these problems on a piece of paper and raise their hand when they are done. I will then ask a student to explain to me how they solved the problem. I will then show how they should solve it on the Smartboard. I will drag and drop and show them how we got the correct responses. I will then show the students the Magic Tunnel in which they have to find out what x represents. I will explain that x is what is occurring to the

Fall 2012 number on the left side of the tunnel. I will show the first example, taking three and running it through the tunnel, which resulted in it being a 27. I will ask the students if any of them have an idea of what x could be. I will then show another example so the students have a better understanding. By this point, I assume that some students will have figured it out. I will be writing the responses in the table. Once the class figured out what the correct value of x, we will go on to the next question. We will continue through the next two problems if time is allotted. I will then begin to explain that there is something called an open sentence, which is like an expression, but this time it has an equals sign. I will then say, for example, x + 5 = 8. Who can tell me what x is? The students will then raise their hands and give me the answer. When I choose a student and they give me the correct answer, I will ask them how they understood that. I will then give another example: Tina has fifteen books. She gives some away. She now has nine books. How many books did she give away? The students will answer. I will then write on the dry erase board how the students solved it. I will then explain that we took words and put them into numbers. I will then write 6+x=9 on the dry erase board. I will then ask the students to create their own story. I will allow some students to share their examples. Once that is completed, I will review and tell the students the difference between a variable, an expression, and an open sentence. AFTER: Once the students have completed their word problems, I will bring the class back together to discuss what we had discussed in class. I will ask them turn to a partner or group of three and discuss the main vocabulary words that we discussed (expression, open sentences, variables). I will then bring the class together and

I expect the students to understand the material fairly well. Because this is an add on lesson from what they had already learned with the addition of a few ideas, they should be able to know and understand the concepts. I expect them to be confident and finish their work.

Fall 2012 explain the three. I will remind them that an expression is like a phrase, which doesnt have a verb. Therefore, a phrase doesnt have an equal sign. I will explain that an open sentence contains an equals sign and the purpose is to find ways that they could do that. I explain that there are different techniques to do that (i.e., some students may use subtraction to find a variable and others may count up). I will say that a variable is a symbol that stands for an unknown number or object. I will then ask if the class has any questions about what we learned. If they did, I would explain what they didnt understand. If they didnt, I would then allow the students to begin on their homework, which is page 28 from their workbook, numbers 1-6. Closure: I will ask the students what they had already known from the previous weeks that had to do with variables, and then ask the students what they had learned. I will then reiterate the subject matters. G. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO? There is a chance that the students may finish their work and fly through the Smartboard lesson quicker than I would hope. If that happens, I would talk amore about open expressions and creating their own with a given variable. I will incorporate different ways that the students could show the difference between expressions verses open sentences. There is a chance that this lesson may be too long for the allotted time. In that case, I will end the lesson when the class ends and assign the appropriate homework. The Smartboard may not work as planned. Because I am not familiar with Smartboards and how to use them, there is a chance that something wrong could occur. If that happens, I will ask my cooperating teacher for additional help. If that takes too long or seems to be disrupting to the class and the lesson, I will just move the lesson onto the dry erase white board.