Kalie Rickard & Scott Tiefenthal!

Algebra Lesson 7.1 Plan

Writing Expressions (Day 3)

I. Benchmark/Standard 6.EE.2aWrite expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5 as 5-y. 6.EE.2bIdentify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8+7) as a product of two factors; view (8+7) as both a single entity and a sum of two terms. 6.EE.6Use variables to represent numbers and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. MP2Reason abstractly and quantitatively. MP4Model with mathematics. II. Behavioral/Objective The students will review some mathematical terms that deal with expressions and will understand how to use variables to write expressions which model real-world situations. The students will accomplish this through the analysis of story problems and cooperative learning. This is a fundamental element of algebra and therefore a crucial building block to moving forward in mathematics. III. Anticipatory Set Bell Ringer: The students will be provided one sheet of paper. There will be two warm up problems on the board, which they are to complete on this paper. The same paper will be used for an exit slip at the end of the class period. IV. Objective/Purpose Over the past two lessons, the mathematical vocabulary of the students has been an obstacle in their ability to write expressions from a written prompt. We will go back and cover many common mathematical terms (trigger words) and what those terms mean in a mathematical context. By the end of todays lesson, the students will be able to identify different synonyms for the mathematical operations of addition, subtraction, multiplication, and division. The students will also be able to apply that knowledge to write, identify and apply the expressions to real-world or mathematical problems. This will be measured by their ability to correctly express the word statement in mathematical notation (mathematical expressions). V. Input A. Task Analysis 1. Information the learner needs: The learner needs a basic understanding of mathematical operations (add, subtract, multiply, divide) and of transferring words into mathematical statements. 2. Procedure: The students will work on the bell-ringer for about 5 minutes. This will be a think-pair-share activity. They will have 1 1/2-2 minutes to read through the definitions and problems and the next 3 minutes to work through them with their partners. The class will then collaborate and briefly discuss the bell-ringer activity

Kalie Rickard & Scott Tiefenthal!

Algebra Lesson 7.1 Plan

(approximately 3 minutes). Following the bell ringer activity, the students will participate in an activity dealing with mathematical terms called Four Corners. Each corner of the room will be designated with "Add," "Subtract," "Multiply," and "Divide" symbols and each student will be given a card with a synonym (trigger word) for each operation. Each student will then go to the corner that matches his or her card. The groups will discuss whether or not each term fits for that particular operation and then report each word out to the rest of the class. If there is class time remaining, students will work on a worksheet dealing with writing mathematical expressions. With about 5 minutes remaining, the exit slip prompt will be put on the white board and students are to respond to the prompt on their lined paper that they received at the beginning of class. This will take up any remaining class time. The teacher will go through these formative assessments to adjust the learning for the next lesson accordingly. B. Thinking Levels: Blooms Taxonomy 1. Levels 1, 2 and 3, knowledge, comprehension and application, are addressed in this lesson. Students are asked to define mathematical operations, express words as mathematical statements and demonstrate why their answer is correct. C. Learning Styles and/or Accommodations 1. Remediation: If an extra resource staff is available, then allow the student to work with this staff member one-on-one. If this is not an option, provide manipulatives in the classroom for more visual students. The teacher will answer questions in such a way that the responses scaffold the student toward the solution without completely giving it away. 2. Extensions: Ask students if they can come up with/create real-world situations using their synonym/trigger word. If students finish before the time is up, have them assist students who are struggling with this concept. Being able to teach it to another student is a true way to know if the student thoroughly understands the concept him/herself. 3. Differentiating Curriculum: The students will work with others (cooperative learning), so there will be both verbal and written work. The availability of manipulatives adds a hands-on portion to the curriculum if the student so desires. D. Method and Material 1. Way(s) of presenting: There will be very brief (if any) lecture from the teacher explaining the layout of the lesson. Discussion will be a large part of the activity. The students are expected to interact with partners as well as the entire class to conceptualize the task at hand. 2. Materials needed: Each student will need a blank sheet of paper to take notes and participate during the warm up activity. They will also use this paper to complete the exit slip. Each student will receive a slip of paper for the Four Corners activity. Additional materials needed: pencil. VI. Modeling The teacher will do very little modeling during this lesson, because the majority will be re-teaching through the collaboration and communication of the students. The teacher will, however, be prompting questions about the various trigger words on each slip of paper during the Four Corners activity to ensure that students understand why each word belongs with each

Kalie Rickard & Scott Tiefenthal!

Algebra Lesson 7.1 Plan

mathematical operation. If time permits, the students will return to their seats and the teacher will go through a few sample problems from the worksheet, asking the students to volunteer their solutions and then discuss whether these are correct or not and why. VII. Checking for Understanding A. Sample questions: How did you know that your slip of paper was ___ mathematical operation? Is it possible for this trigger word to belong to multiple mathematical operations? Why/why not? How could your trigger word be used in a real world application/situation? How did you know to use ___ variable? What trigger words did you notice in this problem? B. Teach and check: The teacher will interject during the warm-up to ensure that students understand the review problem. The teacher will allow the students to allocate themselves to which corner they believe they belong and then prompt the student to explain why he/ she thinks this is correct. Based on the students responses, the teacher will be able to check for understanding. The teacher will repeat this process throughout the Four Corners activity. C. Response: Volunteers will be taken to explain the warm-up problem. For the Four Corners activity, students will be asked at random to read their trigger word and tell the class why he/she believes it belongs to ____ mathematical operation. The class as a whole will agree (thumbs up) or disagree (thumbs down) and a discussion amongst the teacher(s) and students will ensue. VIII. Guided Practice Due to the formative assessments made over the past two days, the teachers realized that the students needed some reteaching of mathematical trigger words. The Four Corners activity is the students guided practice for the day. They will be working together to figure out where they belong in the room and then discussing it as a group, with the teacher input, to see why/why not they are correct/incorrect. This activity will aid them in writing algebraic expressions in the context of real-world problems, which use these trigger words frequently. IX. Independent Practice Time permitting, the students will be asked to create algebraic expressions verbally for the following statements: Fifteen more than g cubed Four times a number Ten minus the quotient of y and four X. Closure The exit slip will be used to wrap up the lesson for the day and evaluate the general learning of the students. The teacher will use this information to gauge the lesson for the following day(s). This slip will simply ask the students to write about something they feel was made clearer to them through todays lesson and something that they are still struggling with or feel that they need more practice working on.

Kalie Rickard & Scott Tiefenthal!

Algebra Lesson 7.1 Plan