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Running Header: EVIDENCE OF STUDENT LEARNING
Evidence of Student Learning

Common Core 8 Math Class
Betsy Trainer
Towson University
Part A: Learning Context, Topic and Objectives

HCMS is an older school, built in 1973, in Columbia, Maryland and currently enrolls
approximately 540 students. The community is suburban with housing ranging from subsidized
apartments to single family homes. The majority of the students are within walking distance
from the school. The school is economically, culturally and ethnically very diverse. The
ethnicity of the current population of the school is as follows: 41% Black/African American,
26% Caucasian, 16% Hispanic/Latino, 8% Asian and 9% two or more races. Approximately 40
percent of the students receive Free and Reduced Meals.
The class that is documented through the Evidence of Student Learning artifact is one of
the three inclusion classes for the 8th grade Common Core 8 Mathematics. The class is co-taught
with a special educator who also co-teaches one of the other Common Core 8 classes with me.
This specific class is the smallest of the three classes with only sixteen students, 5 boys and 11
girls. Three of the students in the class have IEPs and one student has a 504. The ethnicity of
the specific students in the class is as follows: 50% Black/African American, 18% Caucasian,
13% Hispanic/Latino, 13% Asian 8% and 6% two or more races. None of the students in the
class are receiving or have received in recent years ELL services. This specific class is the first
period of the day and is also considered my homeroom class.
There are three students in the class with IEPs and one student with a 504. The ethnicity
of this group is as diverse as the class as a whole; 50% Black/African American, 25%
Hispanic/Latino and 25% Caucasian. For the duration of the paper the students with IEPs and
the 504 will be referred to as Boy #1, Girl #1, Girl #2 and Boy #2 (the student with the 504). All
three of the students with IEPs have goals in the area of written language, with a very similar
goal to compose written presentations that express personal ideas, support claims and inform
using relevant support and organizational structures. Two of the students have math goals. Boy
#1 has a math goal the related to College and Career Ready Standards of Mathematical Practices
#1 and #3 to apply mathematical reasoning to solve multi-step problems and to provide
justification for his work. Girl #2 has a math goal solely related to College and Career Ready
Standards of Mathematical Practices #1 to make sense of a multi-step problem and to persevere
in solving it. Girl #1 had a math goal on her IEP until the current IEP was created but she still
has accommodations that are specific to the math class.
Boy #1 only has the two goals mentioned above to address his primary disability of a
Specific Learning Disability. Girl #1, in addition to the written language goal, has a goal for
reading comprehension and self-management/behavior. She too has the primary disability of a
Specific Learning Disability. The goal that she is struggling with this year is the selfmanagement/behavior goal and the team is in the process of performing a functional behavior
analysis for her to determine if there is a need for a behavior intervention plan. Unfortunately,
her behavior this year has resulted in several out of school suspensions. Girl #2, in addition to
the written language and math goals, has several other goals to address her primary disability of
Autism. She has goals in the areas of social interaction skills, social/emotional and
study/organizational skills. The student with a 504 has the impairment of ADHD requiring
specific accommodations in the classroom.
The unit taught the Common Core 8 math classes is a unit on simplifying and evaluating
algebraic expression and applying algebraic expressions in real world situations. The unit aligns
with Maryland College and Career Readiness Standards (MCCRS) 7.EE.A.1 Apply properties of
operations as strategies to add, subtract, factor, and expand expressions with rational
coefficients, MCCRS 7.EE.A.2 Understand that rewriting an expression in different forms in a
problem can shed light on the problem of how the quantities in it are related and MCCRS
7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions
and equations. This is a subunit to larger Unit 3 Expression and Equation in Common Core 8.
Specifically, proficiency in the standards covered in the this subunit is a requirement for
8.EE.C.7b Solve linear equations with rational number coefficients, including equations whose
solutions require expanding expressions using the distributive property and collecting like terms.
The unit was taught over the course of 5 full class period and one shortened class period due
to a half day. The lesson was actually spread over a period of almost two weeks due to days the
students were not scheduled to be at school and a snow day. The first day will consist of a pretest prior to the start of the unit and the last day will culminate with a summative assessment.
The objectives of the daily lessons were as follows:
Lesson 1 Objective: Students will be able to demonstrate their knowledge of algebraic
expressions through a pretest and will be able to use their knowledge of variables to determine
the value of basic algebraic expression.
Lesson 2 Objective: Students will be able to apply their knowledge of variables and algebraic
expressions to compare several real world applications and illustrate their findings.
Lesson 3 Objective: Students will be able to apply their knowledge of mathematical
operations and properties to simplify algebraic expressions.
Lesson 4 Objective: Students will be able to apply their knowledge of mathematical
operations and properties to simplify algebraic expressions.
Lesson 5 Objective: Student will demonstrate their knowledge of simplifying and
evaluating algebraic expressions. Students will also demonstrate their knowledge of applying
algebraic expressions in real world situations.
B. Assessment Plan
The success of the unit will be monitored with a series of summative and formative
assessments throughout the unit. The first lesson started off with a seven question preassessment. Five of the questions involved variables, either evaluating or simplifying an
algebraic expression and two of the questions involved order of operations without variables
included.
Overall the students scored very poorly on the seven questions indicating the need for the unit.
Many of the students attempted a few of the questions and then jumped to the conclusion that
they did not remember how to complete the problems. Two of students that attempted a majority
of the problems got as many as 3 correct, another student was correct on only one problem. The
remainder of the 13 students either did not attempt the problems or were unable to determine the
correct answer. The results indicated the need for the unit for all students in the class since no
one passed the pre test.
After the pre test the objective of each days lesson was measured by a series of formative
assessments. On the first day, after completing the pretest, the students were given a warm-up
with the introduction of key concepts. After the concepts were reviewed by expanding on the
content of warm up, the students worked in groups to practice evaluating algebraic expression
that were provided on a chart. The value of the variable n was determined by rolling a die. By
rotating around the room to the different groups it was easy to determine how well the students
were grasping the concept. At first the activity was moving rather slowly but the students very
quickly got the hang of it and the activity successfully accomplished the objective. The closing
also consisted of a formative assessment when the students were asked why different groups had
different results in the different cells. Most students immediately understood why this occurred
therefore understanding that using different values for a variable results in the expression having
a different value. Students were also assigned homework.
If completed, the students performance on the homework also served as a formative assessment.
The results of the homework also demonstrated the lesson was a success.
Lesson two, the second day and the half-day, focused on using algebraic expressions to
compare a real world situation. The students were asked to choose from three venues for an 8th
grade end of year celebration. The students were given the costs for specific details for each of
the venues such as food and drinks. The details were also given to the students as algebraic
expressions. The students were asked to determine the cost of the three venues assuming two
different scenarios. Once they choose which venue they would like for the end of year
celebration they were to create a poster supporting their decision. The supporting work was
turned in with the poster. Students worked in small groups to complete this activity. This
project proved somewhat difficult for a lot of the students. Fortunately they were working in
groups and with two teachers available to assist and answer questions, for the most part the
groups persevered to complete the project. The algebra was not the part that seemed confusing
to the students; they lacked the big picture understanding of the components of the cost of a
party. The poster, while designed to be a formative assessment, only did so very loosely. Some
students factored the costs in to select a venue but others just choose the venue they felt would be
the most fun without regards to the price. Students were again assigned homework that was due
the half day.
If completed, the students performance on the homework also served as a formative assessment.
The students that completed the homework did well. Unfortunately a lot of the students did not
complete the homework. The inconsistency of homework completion made it difficult to use as
a formative assessment. It was difficult to determine if the incompletion rate on the homework
was due to a lack of understanding or the half-day of school.
The third lesson had a formative assessment that was a better measure of the students
understanding. The objective for both lesson 3 and lesson 4 was for the students to apply their
knowledge of mathematical operations and properties to simplify algebraic expressions. In other
words the student were to learn how to identify and combine like terms. Lesson 3 consisted of
several different activities; the last was an exit ticket.
The students were to box, circle and underline different like terms. There were several
distracters that were not like terms that would not be circled, boxed or underlined. The students
were then to simplify an algebraic expression that included variables and variables that were
raised to a power. The students scored very well on the exit ticket, averaging 3.3 out of 4. Only
two students scored below a 3, 75%, on the exit ticket and they scored a 2.5. These results
would indicate the lesson was a success and the objective for the day was attained. Students were
also assigned homework.
It was started in class as part of the lesson. The y tree was completed as was number 1 in Part
B and Part C. The majority of the students completed the homework and did a nice job on it.
The activity for lesson 4 also served as a formative to determine how well the students
had grasped the concept of combining like terms. The activity consisted of ten problems posted
around the room for each student to simplify.
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The results were recorded and the words corresponding to the multiple-choice answer created a
silly math libs sentence.
The class scored a 79% on this assignment, again suggesting the students were reaching the goal
of the objective. Rotating around the room as the student worked on the activity also served a
formative assessment and also validated the students were comfortable with the combining like
terms in algebraic expressions.
The lesson for the last day of the unit consisted of a summative assessment. The
assessment measured the students knowledge of evaluating an algebraic expression when the
value for the variable is given. It also measured the students knowledge of simplifying
algebraic expression and the students ability to apply algebraic expressions to real world
situations.
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The average score on the assessment was an 85% and the distribution of the grades were as
follows:
43% As
31% Bs
0% Cs
13% Ds
13% Es
The results indicate the unit was an overall success. The average for the girls was 91% and the
average for the boys was 70%. The students with IEPs were given the same assessment. They
scored very well on the assessment. Girl #1 and Boy #1 both earned As and Girl #2 and Boy #2
both earned Bs. While testing Girl #2 was asked to revisit certain questions. She also was
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prompted to identify the main points of the word problem and to verbally paraphrase what the
question was asking for her to do prior to her completing this question. She did take longer to
complete the assessment than most of the students, but still did very well.
C. Instruction
Throughout the five lessons the goal was to teach the MCCRS objectives while keeping the
students engaged. Each lesson had a clear tie to the objective and had elements of the lesson that
kept the students motivated. Learner differences were taken into account on a daily basis and the
accommodations stated in the IEPs and 504 are addressed.
Lesson 1: After the pretest on the first day the students completed a warm-up to review key
vocabulary for the unit and to remind the student of any misconceptions around variables.
At this time we also discussed what a variable represents in an algebraic expression, expanding
upon number 4 from the warm-up. After the warm-up the students were told to divide into
groups of 2, 3 or 4. There were six groups, four groups of three students and two groups with
two students. The students were each given a chart and each group was given a six-sided die.
13
The students were instructed to take turns rolling the die. The number that was rolled became
n. They could either individually or as group decide which cell to compute the value of the
algebraic expression using that value. They were to record the value of the expression in square.
This activity kept the students engaged. While rotating around the room and listening to the
math discourse there was evidence of learning as the activity progressed. There was math
reasoning and problem solving occurring as the group determined that some of the cells worked
better with not all of the numbers on the dice.
The closing of the lesson reinforced what they had learned and practiced. The students
did a great job reflecting on the result of By the Roll of the Dice Expressions. The students were
able to articulate why the different groups had different answers in the cells and this concept
helped reinforce the meaning of a variable.
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Lesson 2: This day opened with a warm-up. A lot of the students are interested in sports or
are involved in activities so the warm-up attempted to have a real world application.
The activity for the day focused on using algebraic expressions to compare real world situations.
The students were asked to choose from three venues for an 8th grade end of year celebration.
The activity was introduced using a PowerPoint to peak interest. The students were given the
costs for specific details of each of the venue such as food and drinks. The details were also
given to the students as algebraic expressions.
15
The students were asked to determine the cost of the three venues assuming two different
scenarios. Once they choose which venue they would like to go to for the end of year
celebration, they created a poster supporting their decision. Since the lesson spanned over one
and one-half class periods, the shortened class period was primarily spent creating the poster.
The supporting work was turned in with the poster. Students worked at their table groups to
complete this activity. While the subject of the project and the idea of the creating a poster
peaked the students interest, the actual activity was somewhat difficult for a lot of the students.
The algebra was not the part of the project that provided confusing to the students. They lacked
the big picture understanding of the components of the cost of a party. Fortunately, they worked
in groups and with two teachers available to answer questions and help troubleshoot so for the
most part the groups persevered to complete the project.
Lesson 3: The third lesson of the unit also opened with a warm-up. The warm-up
appeared to only be a review of what was done the last few days. However, it would be revisited
later in the class period to reinforce the concept of combining like terms.
The students were then given the Definition of Like Terms and Combine Like Terms note sheet.
16
The class first focused on the top portion of the sheet reviewing the notes and working through
the examples. Additional practice was done together on the front board. The tree worksheet
(shown in the assessment section) was also used at this time and the students found all the terms
that would fit in the y tree. To introduce the idea of combining like terms the class watched the
video; http://www.youtube.com/watch?feature=player_embedded&v=US95J1g6iY4#!
The video was is a humorous video about a person ordering a very large order without
organizing the order first. The students enjoyed the video and it effectively illustrated the idea of
combining like terms. After the video we reviewed the remainder of the notes and completed the
examples on the bottom of the sheet. We completed number 1 together and number 2 the
students did on their own and we reviewed the answer as a class. At this point we circled back to
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the warm-up. We asked the students to revisit why the answers to number 1 and number 2 were
the same. The point was to highlight that the expression in number 2 is the expression in number
1 with the like terms combined. In essence number 2 is the simplified version of number 1 and
therefore that is why the expressions are equal. The students were then asked to complete Part B
number 1 on the tree worksheet and we reviewed the answers. As a formative assessment at
closing the students completed an exit ticket (shown in the assessment section).
Lesson 4. This lesson too opened with a warm-up. The warm-up is relevant to our students
because for the last two years the eighth graders have planted and maintained a vegetable garden
outside the 8th grade wing of the building. The warm-up had the students both combining like
terms and evaluating the algebraic expression given the values for the variables x and y. There
will be an extension to this warm-up after the assessment in lesson 5.
18
The engaging activity for lesson 4, math libs (shown in the assessment section), consisted of ten
problems that were posted around the room. Each problem included a multiple-choice question
that involved algebraic expressions that could be simplified by combining like terms. Each
answer also had a word or phrase that corresponded to the correct answer. Each student was
given the recording sheet. They randomly completed the problems around the room. They were
instructed to record the original problem, the simplified expression and at the bottom of the sheet
they filled in the words that created a silly sentence. The sentence was Mrs. Trainer was
thrilled to be ice skating with Lady Gaga on Friday night at the zoo in Hawaii wearing tu tus
while doing back flips because they wanted to show how cool math is. The lesson was closed
with the students reviewing the homework assignment, a review for the next days quiz
tomorrow, to make sure were no questions. Time allowed for the student to have a few minutes
to start the review too.
19
Lesson 5: The objective for lesson 5 was for the students to demonstrate their knowledge of
simplifying and evaluating algebraic expressions and to demonstrate their knowledge of applying
algebraic expressions in real world situations. We reviewed the answers to the homework and
allowed the students time to ask any questions about the review. All students were then given
the same assessment (shown in the assessment section). After they completed the assessment the
students worked on the extension activity.
The activity served as an effective, worthwhile assignment that kept the students quiet after they
finished the assessment while other students continued to work. It was a good activity to close
the unit with.
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D. Analysis and Instructional Decision Making

The first data point for the unit was the pre test. The result of the pre-test were as follows:
Student Pre Test

Girl 1
0
Girl 2
Girl 3
Girl 4
Girl 5
Girl 6
Girl 7
Girl 8
Girl 9
Girl 10
Girl 11
Boy 1
Boy 2
Boy 3
Boy 4
Boy 5
0
0
0
3
3 of the students scored 43%

0
0
0
0
3
0
Little analysis needed to be done to show that the results were very
poor and concepts needed to be taught.
0
0
0
1
3
The next concrete data point was taken in lesson 3 with the exit ticket. The results of the exit
ticket were as follows:
Student
Girl 1
Girl 2
Girl 3
Girl 4
Girl 5
Girl 6
Girl 7
Girl 8
Girl 9
Girl 10
Girl 11
Boy 1
Boy 2
Boy 3
Boy 4
Boy 5
Exit
Ticket
3.5
3
3.5
3.5
3.5
3.5
4
3
3.5
3.5
3.5
3
2.5
2.5
3.5
3.5
The average score on the exit ticket was 82%

The average score for the girls in the class was 86%
The average score for the boys in the class was 75%
The average score for the students with IEPs was 79%
Only one student had a perfect score
10 students scored 88%
Only two students scored below a 75%. These students scored 63%,
still passing.
21
The Math Lib activity was also scored and was another data point prior to the end of unit
assessment. This was a more lengthy assignment for the students complete. The results for the
Math Lib are as follows:
Student
Girl 1
Girl 2
Girl 3
Girl 4
Girl 5
Girl 6
Girl 7
Girl 8
Girl 9
Girl 10
Girl 11
Boy 1
Boy 2
Boy 3
Boy 4
Boy 5
Math
Libs
4.5
7
8.5
10
The average score on the math lib was 79 %

7
10
10
7.5
Six of the students had a perfect score
4.5
7
10
8
Two of the students scored a 45% on the assignment. This was
6
10
10
7
primarily due to behavior issues and these students being disruptive

instead of completing the assignment. Without their scores the
average score for the class was 84%. One of the students was Girl #1, a student with an IEP.
Therefore her score brought the score for the students with IEPs down by ten percent. Also
since both of the students with the low scores were girls, the average for girls without their score
would increase to 86%.
22
The final data point is the students scores on the end of unit assessment. The results of the end
of unit quiz are as follows:
Student
Girl 1
Girl 2
Girl 3
Girl 4
Girl 5
Girl 6
Girl 7
Girl 8
Girl 9
Girl 10
Girl 11
Boy 1
Boy 2
Boy 3
Boy 4
Boy 5
Unit
Quiz
18
43% earned As
16
31% earned Bs
18.5
16
13% earned Ds
18
20
13% earned Es
14.5
10
The average score on the unit assessment was 85 %
17
18
15
17
15
7
12
12
The results of the end of unit assessment by ethnicity are displayed below.
-($&01&2('+&344%445%(+&6*0"%4&7/&-+.('*'+/&&
$!!"#
!"#$%&'(&)%"*%(+#,%&
,!"#
+!"#
*!"#
)!"#
(!"#
'!"#
&!"#
%!"#
$!"#
!"#
-./0123#
-45/0123#
627128023#
908:2301;#
<2=3>#
-8023#
?@>#>/#A>/5# CD>E5#6E288#
B2158#
-+.('*'+/&
Given the size of the class, one or two students can skew the results of this distribution. For
example, removing the lowest score for the class (39%) out of the African American ethnicity
23

increases the average for this group to 90%.
The results for the unit assessment showed a vast improvement for all of the students.
Although two of the students did have failing scores both had scored 0% on the pre-test. Since
12 of the students scored 0% on the pre-test their improvement is a 100% improvement. The
four students that did not score 0% on the pre-test did improve their percentages dramatically.
Only one student did not show a tremendous increase in his score. He was absent the day of the
unit quiz and made it up several days later after a holiday and a snow day. This most likely had
an impact on his score. The students with the two failing scores required some additional
instruction and review during study hall to ensure they have the required skills for the next unit.
However, overall the results of the Unit Quiz indicate this unit was successful.
Student Pre Test Pre Test

Girl 1
0
0%
Girl 2
Girl 3
Girl 4
Girl 5
Girl 6
Girl 7
Girl 8
Girl 9
Girl 10
Girl 11
Boy 1
Boy 2
Boy 3
Boy 4
Boy 5
Unit
Quiz
18
Unit
Quiz
100%
Percent
Increase
100%
0%
16
89%
100%
0%
18.5
103%
100%
0%
16
89%
100%
43%
18
100%
133%
0%
20
111%
100%
0%
14.5
81%
100%
0%
10
56%
100%
0%
17
94%
100%
43%
18
100%
133%
0%
15
83%
100%
0%
17
94%
100%
0%
15
83%
100%
0%
39%
100%
14%
12
67%
367%
43%
12
67%
56%
24
E. Reflection and Self-Evaluation

The unit taught this class over the five lessons was based on three Common Core 7 Maryland
College and Careen Readiness Standards that are a critical prerequisite to the Common Core 8
unit on algebraic expressions and equations. Given these were CC 7 standards it was surprising
that the students scored so poorly on the pre test. However, after reviewing the concepts and a
few days of practice it was encouraging to see the students score so well on the end of unit
summative assessment.
The students lack of perseverance on the pre-test contributed to the number 0 scores. Once
the students realized they did not remember how to do some of the problems, I believe they gave
up on trying to do rest of the problems. In addition since the pretest is not tied to a grade, some
of the students perseverance was lacking. I stressed for the students to try to complete all
problems but some of the students still did not. Possibly a creating a grade for attempting each
problem would have helped with the completion of the pre test. However, some students would
probably still prefer showing nothing instead of showing something they feel is wrong. This is a
tendency the special educator and I are trying to change every day in the class by encouraging
the students to show all their work and rewarding them with partial credit even if the final
answer is incorrect.
Throughout the unit there were some lessons that worked better than others. The dice activity
was very successful. While I only assessed the activity informally by roving around the room, it
was very apparent everyone was fully engaged and learning from the activity. As I reflected on
the lesson, a way to improve this activity when taught again would be to require the student not
only to write the result in the box but to also write the value for n in the box too. Another way
I was able to gage the success of the lesson was with the wrap up at the end of the class. With a
25
small class it was easy to see they understood the details of what each group was doing and the
bigger picture that was illustrated by each group having different answers while still completing
the activity accurately.
Unfortunately the real world activity that tied in the objective of lesson 1 with lesson 2 was
not as successful. The goal of the lesson was to apply real world application while giving the
students another way to demonstrate their knowledge by creating a poster. Initially the students
were excited about the activity but some of them became quickly confused. In retrospect, more
time should have been spent up front explaining how different restaurants or venues could charge
for a party. A lot of the students did not understand the concept of a flat fee that is not based on
how many people attend. As it is with a lot of real world examples, the math was not the most
difficult part of the project; it was understanding how to apply the math that proved to be the
most challenging. In addition, some of the students lost interest in the project when it was time
to do the poster. This may have been because it was a half-day. It is not unusual to have
difficulties keeping the students on task on half-days. In addition to giving more details upfront
and possibly working through one of the venues, a way to improve upon lesson would be to give
choice in the way the students demonstrate their preference in venue. This would hopefully do a
better job of keeping the student engaged and tapping into their learner differences.
Lesson 3 and lesson 4 were much more successful as evidenced in the data collected from
both lessons. While lesson 3 was a more teacher directed lesson, there was enough variety the
students stayed engaged. The video towards the middle of the lesson helped with this. It
provided some humor as a way to introduce the main concept. When possible the special
educator or I try to find short videos to use to introduce a concept or tie a math concept to a real
world application. Since the video we used for combining like terms involved a fast food
26
restaurant order, the notes used also used food that would be represented by variables. In
addition, we provided guided notes for each student that required them to fill in some blanks to
try to keep their interest. The scores of the exit ticket and the graded classroom activity for
lesson 4 were evidence that the concept was presented clearly. The average score on the exit
ticket was 82% with only two students scoring below a 75%. These students scored a 63% and
closer attention was given to them on the subsequent days activity. The math libs activity, a
longer activity, had an average score of 79% but was skewed by two students that initially
refused to participate in the activity and ultimately scored a 45%. Without their scores the
average for the class would be 84%. One of the students at scored well below the class average
the day before, with the additional help upfront, completed lesson 4 with a 100%. The other
student was also given the additional help upfront, but at the same time he was affected by the
drama of the two young ladies in the class and was unable to finish his work and earned a 60%.
We believe the lesson itself went well with the exception of the drama created by the one
student. This is an area we working on and hoping the Behavior Intervention Plan will help
reduce the impact on her performance and the learning environment for her classmates.
I created the end of unit assessment in collaboration with the other Common Core 8 teacher
and the schools Math Instructional Support Teach (MIST)/Math Instructional Team Leader. It
was then shared with the co-teachers to see if they would recommend any changes.
Unfortunately, due to differences in schedules, they are unable to meet at the same time as the
MIST and the other Common Core 8 teacher. In this case the special educators did not
recommend any changes. The end of unit assessment aligned well MCCRS 7.EE.A.1, 7.EE.A.2,
and 7.EE.B and 14 of 16 of the students scores demonstrated mastery of the material by scoring
over 65% on the assessment. There was an especially difficult extra credit problem on the
27
assessment that even allowed two students to score over 100% on the test. The two students that
required additional intervention were quickly identified and extra help was given so to not
impede their learning in the next unit.
Upon reflection of the whole unit one goal for me would fall under CEC standard 7
Collaboration. While I collaborate regularly with my co-teacher, the other Common Core 8
teacher and the MIST, I rarely collaborate with the Common Core 7 teachers regarding content.
This unit would have been a perfect unit to discuss with them regarding how the students did
with these standards last year. Understanding what went well and what did not go well last year
could have helped better focus my lessons. Another goal, which I am continuously trying to
focus on and improve upon, is related to CEC standard 4. I do believe my assessments, either
formative or summative, accurately match the Maryland College and Career Ready Standards,
however I need to focus on using multiple methods of assessment throughout my lessons. I
readily use manipulatives and other tools to help support instruction but I need to focus on
becoming more creative with my assessments. The goal of CEC standard 4 is one I have been
more conscious about throughout my teaching since entering the masters program but the goal of
CEC standard 7 as it relates to cross grade level teachers was only highlighted through this
project.
Day 1
ESL Lesson Plan, Materials
and Reflection
UDL Exchange: Lesson
http://udlexchange.cast.org/lesson/2495343?print=true
Algebraic Expressions - Pre Test and Evaluating Expressions (ESL

#1)
Betsy Trainer
0
Last Updated: 6:20PM Yesterday
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Ab
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DESCRIPTION
The topic of this lesson and the sub unit is simplifying and evaluating algebraic expressions. This lesson is part of Unit 3 of the 8th
grade common core curriculum, Analyzing Functions and Equations.
The five day subunit back maps to 7.EE.A.1-Apply properties of operations as strategies to add, subtract, factor, and expand
expressions with rational coefficients, 7.EE.A.2-Understand that rewriting an expression in different forms in a problem can shed light
on the problem of how the quantities in it are related and 7.EE.B-Solve real-life and mathematical problems using numerical and
algebraic expressions and equations.
Proficiency in these standard is a requirement for 8.EE.C.7b-Solve linear equations with rational number coefficients, including
equations whose solutions require expanding expressions using the distributive property and collecting like terms.
This lesson is a pretest of the concepts and a review of algebraic expressions. Specifically the concept that variables have many
different meanings, depending on context and purpose and that using variables permits writing expressions whose values are not
known or vary under different circumstances.
PREREQUISITES
Students will be competent in the use of the TI-84 calculator.
ESTIMATED TIME
1 hour
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PURPOSE:
GRADES:
CONTENT AREAS:
COMMON CORE:
Classroom Instruction
7-8
Math
Mathematics
G
Gooaallss
INSTRUCTIONAL GOALS
Students will be able to demonstrate their prior knowledge of algebraic expressions through a pretest.
Students will also be able to use their knowledge of variables value simplistic expressions.
OBJECTIVES
Students will complete a pretest to demonstrate prior knowledge
Students will review the concept of a variable as a representation of a value
Students will evaluate expressions using random values
VARIABILITY
Multiple Means of Representation
The warm-up with vocabulary provides options for language, mathematical expressions and symbols and provides for options for
comprehension.
Multiple Means of Action and Expression
The By the Roll of the Dice Expressions activity provides options for physical action and provides options for expressions and
communication.
Multiple Means of Engagement
The By the Roll of the Dice Expressions activity also provides options for recruiting interest, sustaining effort and persistence and self
regulation.
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FORMATIVE ASSESSMENTS
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Students will complete a pretest to demonstrate prior knowledge

Pre-test
Students will review the concept of a variable as a representation of a value
Warm-up and homework completion
Students will evaluate expressions using random values
By the Roll of the Dice Expression sheet and homework completion
SUMMATIVE ASSESSMENTS
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Pre-Test
1. Students will complete a brief eight question pre-test. The pre-test consists of simplifying algebraic and numerical expression and
simplifying an expression when the value of the variable is given.
Anticipatory Set
2. Students will start the warm-up after completing the pre-test. The warm-up will include a refresher of 1key vocabulary. It will then
highlight some common misconceptions in a true/false format. Students will be asked to explain why the statement is false. The first
three statements are false and the last is true.
DURING
Introduce New Knowledge
1. Once most of the students have completed the warm-up the answers will be reviewed and the key concepts will be elaborated upon.
Variables have many different meaning, depending on context and purpose
Using variables permits writing expressions whose values are not know or vary under different circumstances
the number in front of a variable is called the coefficient and in essence is the multiplier of the variable; ie. 4x is 4 times the value
of x
Independent Practice
2. Have students get in groups of 2-4 for the next activity. Combine any groups if anyone appears left out or if a group of four may
work better.
3. Each student will be given the By the Roll of the Dice Expression Sheet. The sheet has 15 different algebraic algebraic expression
in a table.
4. Students will take turns rolling a die. After the die is rolled the student will use that value as the value for "n" to determine the value
of the expression in for one of the squares.
5. Students will be given the option to all pick the same box to evaluate or each student can pick their own option.
6. Students should start to realize only some numbers work well with some of the expression, where some of the expressions are
suited well for any of the numbers on the die.
Pose Leading Questions
7. As the students are "playing" with this actiivity rotate around the room to facilitate discussion regarding why they choose the different
expressions with the different values for n.
CLOSING
Synthesize
1. Bring students back together to disuss the results on the chart.
2. Ask student the answer they recorded in different cells. Ask students why some students have different answers and some students
have the same.
3. Highlight the fact that rolling the die assigned different values for "n" therefore all of our answers would be different.
Review
4. Pass out homework and quickly review the directions
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MATERIALS AND SUPPLIES
Algebraic Expressions Unit Pre-Test
Warm-up 2/2/2016 hand-out
By the Roll of the Dice Expressions chart
Algebraic Expression Homework
TI-84 calculators
dice
document camera
RESOURCES INCLUDED
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ESL Betsy Trainer
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Last Updated: 8:58AM Yesterday
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Algebraic Expressions Unit Pre-test

Simplify the following expressions.
1. 3x + 4 + 5x
2. 4n 2 + 6n 2n
4. 3(4m 1)
3. 2(8y + 4)
6. 20 4(32 6) + 2
5. 8 + 6(15 9) 4
Simplify the following expression if x = 5, y = -2, and z = 3.

7. 8y xz
Algebraic Expressions Unit Pre-test

Simplify the following expressions.
1. 3x + 4 + 5x
2. 4n 2 + 6n 2n
4. 3(4m 1)
Simplify the following expression if x = 5, y = -2, and z = 3.
6. 20 4(32 6) + 2
5. 8 + 6(15 9) 4
7. 8y xz
3. 2(8y + 4)
Warm Up 2/2/2016:
Vocabulary:
Variable -A letter used to represent a number/value in an expression or an equation.
Algebraic Expression - Variables and numbers combined by operations (No equal sign!)
Misconceptions About Variables:

Select True or False. If false, please tell why the statement is false.
1. True or False: If x equals 2 in one problem, x also equals 2 in the next problem.
2. True or False: In a problem, if m equals 5, then n equals 6. Or if a equals 3, then b equals 4.
3. True or False: Given the algebraic express 4x where x = 2, the 4x = 42.
4. True or False: Given the algebraic express 2y where y = 7, then 2y = 27 = 14.
By the Roll of the Dice Expressions
14 n
7n
n + 11
2n + 5
60
n
3n 2
23 n n + 2n 20 3n
5n
120
n
nn
13 + n
5n 4
60
+ 12
n
Name: _________________________________________ Date: ___________ Class: ___________

Algebraic Expressions Homework
Directions: Evaluate each algebraic expression.
For 1-4 use x = 2 and y = 4.
1) x + y
2) x 2y
3) -3x
4) 5y 2
For 5- 6 use n = -3 and m = 5.

5) n + m
6) m + m n
7) On average, Adam Jones gets two hits per game. This can be expressed as the expression 2g
where g is the numbers of games.
A) If Adam plays 5 games, how many hits will he make? Show your work.
B) If Adam plays 11 games, how many hits will he make? Show your work.
8) One Direction is performing at Merriweather post Pavillion. The concession stand charges $8 for
the fist cup of soda in a souvenir cup and then $5 per refill. This can be expressed as 8 + 5r where
r is the number of refills.
A) If you get 8 refills, what is the total cost? Show your work.
B) if you get 4 refills, what is the total cost? Show your work.
LESSON REFLECTION FORM

**You must complete & submit this form post-observation to your MT or US within 3 days of teaching
your lesson!
Student Intern: Betsy Trainer
Mentor Teacher: Amanda Malone
Date: 2/2/2016
School: HCMS
Time: 8:08 - 8:58
Content Area: Common Core Math 8
Grade: 8th
University Supervisor: Kandace Hoppin
Title of Lesson Plan (in UDL Exchange): Algebraic Expression Pre Test and Evaluating Expressions
(ESL #1)
TEACHING REFLECTION: Reflect on your teaching & changes that could improve student
results.
Analyze the results of your formative and summative assessments from the lesson, and
reflect on the overall lesson:
1. Document the learning that occurred at individual and group levels
2. Document results from each subgroup
a. e.g. IEP, 504, ESOL, other testing subgroups
3. Explain results for students who learned more or less than expected
4. Describe how future lessons could be improved:
a. If you were to teach this lesson again, what would you continue to do?
b. If you were to teach this lesson again, what would you do differently to improve
the results?
c. List at least one goal for improving your future lessons.
1. All students scored poorly on the pre-assessment for the unit.
The distribution was as follows:
1 student scored 14%
12 students scored 0%
These results were very surprising to me. The concepts on the pre-test are common core 7
standards. These standards are reflected in the common reflected in the common core 8 standard
as necessary prerequisites.
The three students with IEPs scored 0% as did the student with the 504. The class is 70% female
and 67% of the students that scored a 43% were also female.
The results of the pre-test indicate the need for the concepts to be re-taught.
2.
Overall the lesson proved to be very successful. The warm-up served an good way to ease
into the lesson and to give the students a good frame of reference. All students completed the
roll of the dice activity and definitely showed evidence of learning as the activity progressed.
They became quicker at the each individual calculation as they progressed through the activity.
Two of the six groups worked together throughout the whole activity and all picked the
same expression to evaluate each time. The other groups did not do this in the beginning,
however as the activity progressed some of the tried to use same expressions where they could.
All groups of students seemed to grasp the activity at the same level. The students with
IEPs were in 3 different groups. Girl #1 with an IEP was in a group that had two students
instead of three; this suited her better for the day, as she was not getting along well with others.
This small group still completed the activity. Boy #1 did an excellent job on the activity and did
so without the use of a calculator although it allowed on his IEP. Girl #2 worked well in her
group contributing once she grasped the point of the activity. Boy #2 with the 504 had some
difficulty staying on task, but with prompting was able to work well with his group finish the
task.
3.
The two of the three students who performed better on the pre-test were better able to reflect
on the results of the activity. Overall, while not at first, all students eventually understood why
the results of each of the groups would be different. The idea that each time the die was rolled
the value of n changed successfully reinforced the concept of a variable.
The response from
questioning and monitoring the progress of the students by walking around demonstrated the
students with IEPs and the 504 performed equally as well as the other students in the class.
4. I was very pleased the dice activity. The students were engaged in the activity and it served
to be a great way to practice. I used a six-sided dice. The activity could possibly be improved
by using an 8 or 10-sided die, providing more variety for the value of the variable. Also
suggesting the student write what n was equal to, what number was on the dice, in each box
would be better document the activity for the student to more reflect on the results and use the
results as a resource later. The goal for tomorrows lesson would be to build on what was
learned today to help with retention and to not lose the positive momentum.
Day 2
and Reflection
Party Time - Evaluating Algebraic Expression (ESL #2)

Betsy Trainer
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DESCRIPTION
The topic of this lesson evaluating algebraic expressions. This lesson is part of Unit 3 of the 8th grade common core curriculum,
Analyzing Functions and Equations.
The five day subunit back maps to 7.EE.A.1 - Apply properties of operations as strategies to add, subtract, factor, and expand
expressions with rational coefficients, 7.EE.A.2 Understand that rewriting an expression in different forms in a problem can shed light
on the problem of how the quantities in it are related and 7.EE.B Solve real-life and mathematical problems using numerical and
Proficiency in these standard is a requirement for 8.EE.C.7b Solve linear equations with rational number coefficients, including
The lesson has the students algebraically model the components of the potential costs of holding the end of year celebration at three
different locations. They will price each location under two different scenarios and then, as a group will pick a location. Once they have
picked a location they will create a poster to support advertise their choice.
Lesson is to be primarily completed during 1 full class and then completed during the following shortened class period due to a half
day.
PREREQUISITES
Students should be familiar with:
- the concept of a variable
- substituting the value of the variable into an expression (this lesson will reinforce this concept)
ESTIMATED TIME
1.5 hours
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PURPOSE:
GRADES:
CONTENT AREAS:
COMMON CORE:
7-8
Math
Mathematics
G
Gooaallss
INSTRUCTIONAL GOALS
Students will be able to apply their knowledge of variables and algebraic expression to compare different real-world applications
OBJECTIVES
Students will be able to relate algebraic expressions with real world applications
Students will be able to compare the results of their computations
Students will be able to explain their reasoning and support it with an illustration
VARIABILITY
The powerpoint to support the explanation of the project provides options for perception. The actual project comparisons provide for
options for comprehension.

Creating a poster provides options for expression and communication. Working as a group to come up with the correct comparisons
and the ultimate choice provides options for executive functions.
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The relevance of the project provides options for recruiting interest. Working in a group to complete the final product provides options
for sustaining effort and persistence along with provide options for self-regulation.
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Students will be able to relate algebraic expressions with real world applications
Warm-up, "It's Party Time" work paper and homework
Students will compare the results of their computations
"It's Party Time" work paper and homework
Students will create an illustration to support their reasoning
Poster
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Anticipatory Set
1. Student will complete the warm-up while I rotate around the room to check the student's homework completion. The co-teacher will
also be available to answer any questions that may arise.
2. Once the students have completed their warm-up the answers will be reviewed. The correct answers to the homework will also be
shared on the document camera and any questions will be answered
DURING
Model New Skills and Knowledge
1. Introduce the project by explaining the end of year celebrations that occur for 8th graders.
2. Pass out the "It's Party Time" paper and use the powerpoint to explain the details of each specifc venue.
3. Using the paper explain the details of the project, ask for a student to paraphrase thier understanding of what needs to be done.
4. Have the students work at thier table groups to complete the project. Share they will be able to work on this during this class period
during the 25 minutes of the next day's class period due to the half day. Emphasize the calculations should be completed today to the
majority of tomorrow can be spent on the poster.
5. Rotate around the room to help groups that may be struggling and to check that calculations are being done correctly. Emphasize
using their tablemates to cross check their work.
CLOSING
Review
1. Allow enough time for clean-up.
2. Remind the students the plan for tomorrow to finish the project
3. Distribute and briefly explain homework.
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Warm-up 2/3/2016 handout
Last night's homework with answer completed
It's Party Time handout
It's Party Time powerpoint
Window Washing Homework
poster paper
markers and colored pencils
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rulers
TI-84 calculators
document camera
RESOURCES INCLUDED
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Warm Up 2/3/2016:
George and his friends have formed a dodge ball team and
they want to design t-shirts for their uniform.
The Terrific T-shirt Shop charges a one-time fee of $50.00
and then $4.00 for each shirt.
This can be expressed as 50 + 4s where s is the number of shirts.
A) Your team has 15 players. How much are the shirts?
B) Your team has 22 players. How much are the shirts?
Warm Up 2/3/2016:
George and his friends have formed a dodge ball team and
they want to design t-shirts for their uniform.
The Terrific T-shirt Shop charges a one-time fee of $50.00
and then $4.00 for each shirt.
This can be expressed as 50 + 4s where s is the number of shirts.
A) Your team has 15 players. How much are the shirts?
B) Your team has 22 players. How much are the shirts?
You and your group members are in

charge of planning your upcoming
eighth grade dance. This year, since
your school raised so much money
from the magazine drive, you will be
allowed to pick an outside location to
host your event. You and your group
have narrowed it down to three
venues:
Room Rental: $1000

Fee Per Person for
Food: $10
Fee Per Person for
Beverages: $2
Fee Per Person for
Dessert: $5
Room Rental: $700

Fee Per Person for
Food: $20
Fee Per Person for
Beverages: $5
Fee Per Person for
Dessert: $4
Room Rental: $950

Fee Per Person for
Food: $15
Fee Per Person for
Beverages: $3
Fee Per Person for
Dessert: $6
Its Party Time!

You and your group members are in charge of planning your upcoming eighth grade dance. This year, since
your school raised so much money from the magazine drive, you will be allowed to pick an outside location to
host your event. You and your group have narrowed it down to three venues:
Fee per
Fee per
Fee per
One-Time
Person for Person for
Person for
Cost Expression
Venues
Room
Food
Beverages
Desserts
Rental
(f)
(b)
(d)
Supreme Sports
Club
Champps
Restaurant
Dave &
Busters
$1000
$10
$2
$5
$700
$20
$5
$4
$950
$15
$3
$6
Now complete the following items with your group (show your work):
1. If 200 students were to go to this party and wanted food, beverages, and dessert, how much would it
cost at each location?
Supreme Sports Club: $______
Champps Restaurant: $______
Dave and Busters: $______
2. The school received a final count for the breakdown of what the students want below.
# of people who want food: 175
# of people who want beverages: 190
# of people who want dessert: 85
A. Based on the final count, find the new cost for each venue (show you work).
Supreme Sports Club: $______
Champps Restaurant: $______
Dave and Busters: $______

3. Create a poster to display your findings and the venue your team has selected. Be ready to justify why
you choose this venue.
Name: ________________________ Date: _________ Class: _______

Window Washing Homework
Nick decided to set up a window washing service within his neighborhood. He

charges an $8 flat fee plus $2 per window to wash windows. This can be expressed
as 8 + 2w (where w is the numbers of windows).
1. How much more would someone pay to have 32 windows washed than 21?
Show your work and explain how you arrived at your answer.
2. Is there a possibility for someone to pay $41 to have his/her windows

washed? Explain.

your lesson!
Date: 2/3/2016
Time: 8:08 - 8:58
`
& 2/4/
8:08 8: 33
School: HCMS
Grade: 8th
Title of Lesson Plan (in UDL Exchange): Party Time Evaluating Algebraic Expressions (ESL #2)
results.
the results?
1. Throughout the lesson students were using algebraic expressions to evaluate costs for real
world scenarios. The idea of determining picking a location for a party definitely peaked
the interest of the students. Some of the students did make the connection between the
details of the algebraic expression and the different quantities they represented. Several
of the students were more focused on getting the results instead of understanding what
was contributing to the results.
2. Girl #1, Boy #1 and Boy #2 worked well with this project. Boy #1 had to be reminded
several times to use a calculator, that it was necessary for this assignment. Girl #2 got at
times got frustrated with the activity. Her frustration at first showed in the beginning
when she did not fully understand the expressions to be used for each venue. Towards
the end of the activity she was slightly frustrated with allowing for the choice of venue to
be somewhat subjective. This frustration quickly subsided as she enjoyed planning and
working on the poster.
3. Students that showed their work found the activity easier to do since each different
scenario was somewhat similar and this helped with building the subsequent scenarios.
Students that have trouble paying attention to detail had more difficulty with this activity
at times did not get reasonable results. Working in groups helped with this significantly,
the students were able to talk through the different results and determine the accuracy of
the some results when working together.
4. For the project to go smoother next time it would be better to spend more time on the
powerpoint, for example the cost to just rent the room confused some of the students and
several tried to multiply that amount times the number of students. It might have been
better to have the worksheet have more scaffolding of the process so the students were
required to show more work and in turn more clearly understand what they were doing.
Some students lost interest when it came to making the poster. Possibly having some
students complete the poster and some complete a different type of representation of their
choice would work better next time. The goal to consider next time would be come up
with some ideas to keep the engagement high throughout the project for all the students.
Day 3
and Reflection
Algebraic Expressions - Combining Like Terms (ESL #3)

Betsy Trainer
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DESCRIPTION
This lesson will focus on defining and simplifying like terms in an algebraic expression or equation. The lesson will consist of file in the
blank notes, a video of a real world example (parody), guided practice and an exit ticket.
PREREQUISITES
Students should have knowledge of:
- the definition of a variable
- how to evaluate algebraic expressions when the value (lesson continues to practice this)
- exponents
- how to perform computations with positive and negative integers
ESTIMATED TIME
1 hour
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PURPOSE:
GRADES:
CONTENT AREAS:
COMMON CORE:
7-8
Math
Mathematics
G
Gooaallss
INSTRUCTIONAL GOALS
Students will be able to apply their knowledge of mathematical operations and properties to simplify algebraic expressions.
OBJECTIVES
Students will be able to identify and group different algebraic terms
Students will be able to combine "like terms" in order to simplify an algebraic expression
VARIABILITY
The guided notes provide for options for language, mathematical expressions and symbols and provide options for comprehension.
The warm-up and circling back to the warm-up later and the classwork/homework also provide options for comprehension.
The classwork/homework provides for options for expression and communication
The video provides options for recruiting interest.
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Students will be able to identify and group different algebraic terms
Combining Like Terms Homework - some which will be done in class
Exit Ticket: Combining Like Terms
Combining Like Terms Homework - some which will be done in class
Exit Ticket: Combining Like Terms
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Introduction
1. Have students complete the warm-up. Part 1, #1 and #2, are a review of what was done in the previous class. Part 2 asks the
student to notice that the two expressions result in the same number and therefore are equal.
Later in the lesson we will circle back and make a connection to why the are equal.
DURING
1. Students will be given the Definition of Like Terms and How to Combine Like Terms note sheet.
2. Have a student volunteer to read what is in the textbox.
3. Review the examples with the students.
4. Work through several examples on the front board having student group like terms
5. Give the students the tree worksheet and have them fill out the "y tree" identifying all like terms that contain only the y variable.
6. Play the comical video about the large order at a fast food restaurant that illustrates combining like terms in an extreme
way.http://www.youtube.com/watch?feature=player_embedded&v=US95J1g6iY4#!
7. Review the How to Combine Like Terms portion of the notes sheet. Work through the examples with the McDonalds order of
combining like thing together. Have a student volunteer to read what is this textbox.
8. Model the approach with the first example and then have the students complete the next example on their own. Review the answer.
9. Have students look back at the warm-up. Ask them again why the answer for #1 was equal to the answer for #2. Hopefully the
students will now see that the expression in #2 is the result of combining the like terms in expression #1.
10. Have students complete Part B number 1 which asks the student to combine the "y" like terms.
CLOSING
1. Have student complete the exit ticket that has the students identify like terms and then combine like terms.
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Warm-up 2/10/2016
Definition of Like Terms and How to Combine Like Terms note sheet
Combining Like Terms Homework
Exit Ticket: Combining Like terms
front board
youtube videohttp://www.youtube.com/watch?feature=player_embedded&v=US95J1g6iY4#!
TI-84 calculators
document camera
RESOURCES INCLUDED
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Warm Up 2/10/2016:
Part 1:
Simplify the following expressions if x = 2 and y = 5
1. 5x + 3x + 2y + y
2. 8x + 3y
Part 2:
What do you notice about the answers you calculated?
What do you think this means about the two expressions?
Definition of Like Terms

Like Terms are terms that contain the same letter Variables which have the
exact same exponent
Only the coefficients of the terms can be different
Examples:
3p and 5p are like terms because they have the exact same ________________
5t and 5r __________ like terms because they have different variables
2w2z and 8w2z are like terms because the variables and their exponents are the same
k2 and k3 not like terms because the one k is squared and the other k is cubed
How to combine Like Terms

Consider the following McDonalds order for your family
We can write this as Algebraic Expression as: 2b + f + d +3b + 2f + 2d

If we combine the like item we get a simplified order:
5b + 3f + 3d
To Combine Like Terms
Identify which terms are like terms (use different circles, boxes, underlines to group
them)
Combine the like terms by either adding or subtracting
Examples:
1. Simplify: 4g + 3h g + 2gh + 5h
_________________________
2. Simplify: 2a3 10ab2 + 3a3 ab2 7 _________________________
Combining Like Terms Homework

Part A: Just like a fruit tree that grows only one kind of fruit, algebraic terms can only be
combined if they are like terms. Fill each tree with the proper terms from the chart below.

Part B: For each tree write the algebraic expression that adds all of the terms together and then
simplify the expression by combining like terms.
1. y: Algebraic expression:__________________________________________________________

Simplified algebraic expression:______________________________________________
2. x2: Algebraic expression:__________________________________________________________

3. 8: Expression:__________________________________________________________

Simplified expression:______________________________________________
4. z: Algebraic expression:__________________________________________________________

Part C: Evaluate the simplified expressions in #1, #2 and #4 above if x = 2, y=4, and z= -5.
1. ________________
2. __________________
3. ___________________
Exit ticket: Combining like terms

1.

Circle all terms that
can be combined
with x

Box all terms that

can be combined
with x2
3y
- 18xy
5xy
7x
3y2
- xy
x2
Underline all terms that

can be combined

with xy

12x2
101
- 2x

2. Simplify by combining like terms.

3x + 8y x 2 + 5y + 2x 2 12

Exit ticket: Combining like terms
1.

Circle all terms that
can be combined
with x

Box all terms that

can be combined
with x2
3y
- 18xy
5xy
7x
3y2
- xy
x2
12x2
101

2. Simplify by combining like terms.

3x + 8y x 2 + 5y + 2x 2 12
- 2x
Underline all terms that

can be combined

with xy


your lesson!
Date: 2/10/2016
School: HCMS
Time: 8:08 - 8:58
Grade: 8th
Title of Lesson Plan (in UDL Exchange): Algebraic Expressions Combining Like Terms (ESL #3)
results.
the results?
1. Students were successful in learning how to identify and combine like terms. The results
of the exit ticket for just the concepts learned today showed a vast improve of this
concept when compared to the pretest. The average score for the exit ticket was 82%.
On average the eleven girls in the class scored higher than the five boys. The boys scored
a 75% while the girls scored an 86%.
2. The three students with IEPs scored as follows:
Girl #1 - 88%
Boy #1 - 75%
Girl #2 - 75%
Boy #2 - 63%
Overall the average for the three students with IEPs was 79%. This would still indicate a strong
understanding on the concept. I do not think the results for Boy #2 accurately capture what he
gained from the lesson. By the end of the class he was more interested in the social aspects of
the class and did not put forth his best effort on the exit ticket.
3. The students did enjoy the you tube video and it seemed to support the concept well and
helped the student see some application while it was exaggerated in the video. The notes
seemed to be a successful tool the students used to help with concept attainment.
4. Overall the lesson went well as demonstrated by the results for the exit ticket. It was
packed with lots of transitions and handouts. It was important to manage this carefully to
avoid having the students get off track. Circling back to the warm-up worked very well.
It really emphasized the concept of combining like terms. Since homework completion
can be a problem in the class I would have liked to been able to have the students
complete more of the tree activity in class. The students seemed to understand the
activity since we were able to do about of it together in class. Hopefully the
homework will positively reinforce the concept. Next year I would like to try to work it
in as a classwork activity instead of a homework activity. The a goal would be to figure
out how to better handle the passing out several papers to students so not to have to work
to gain their attention again.
Day 4
and Reflection
Algebraic Expressions - Combining Like Terms with Mathlibs

(ESL #4)
Betsy Trainer
0
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DESCRIPTION
This lesson will primarily reinforce simplifying algebraic expression with a fun activity that gets the students out of their seats. The
activity is requires the student to combine like terms of an expression. The answers are multiple choice. Each letter then in turn has a
word that corresponds with the answer. The answers then create a silly sentence similar a "madlib"
PREREQUISITES
- computations with positive and negative integers
- identifying and combining like terms (this lesson in designed to reinforce this concept through practice)
ESTIMATED TIME
1 hour
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PURPOSE:
GRADES:
CONTENT AREAS:
COMMON CORE:
7-8
Math
Mathematics
G
Gooaallss
INSTRUCTIONAL GOALS
Students will be able to apply their knowledge of mathematical operations and properties to simplify algebraic expressions.
OBJECTIVES
VARIABILITY
The warm-up and mathlib activity provide options for comprehension. The homework also provides options for comprehension.
The mathlib activity and homework provides options for physical action and provided options for executive function.
The mathlib provides option for recruiting interest.
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Mathlibs activity
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OPENING
Anticipatory Set
1. Students will complete warm-up. The 8th grade has planted a garden the last two springs so the warm-up suggests the principal
will be planting a garden too. the dimensions of the garden are represented as algebraic expressions. The warm-up asks for the
students to
1. combine like terms to determine the simplified expression for the south side of the garden
2. evaluate the expression to determine the length of the south side of the garden when the value of the variables are given.
DURING
Ten different problems are posted around the room. The problems include a multiple choice question. The questions are algebraic
expressions that can be simplified by combining like terms. Each answer also has a word that corresponds to each answer.
1. Each student is given the recording sheet Combining Like Terms Math Lib.
They will randomingly complete the problems around the room. On the sheet they should record the orginal problem, the simplified
answer and at the bottom of the sheet fill in the words that will create a silly sentence.
2. Have the students start at different problems so that no problem has more than 2-3 students working on it in the beginning.
3. As the students finish the mathlib check it for accuracy and send them back to the problems they need correcting.
4. When the student has completed the mathlib ( the sentence is " Mrs. Trainer was thrilled to be ice skating with Lady Gaga on Friday
night at the zoo in Hawaii wearing tu tus while doing back flips because they wanted to show how cool math is" give them the
homework work to starting working on in class.
CLOSING
1. Have the students take a look at the homework which is a review for the quiz tomorrow. Ask if they have any questions.
2. Remind them the quiz will cover evaluating an expression, simplifying an algebraic expression, and applying an algebraic expression
to a real world situation.
M
Maatteerriiaallss
RESOURCES INCLUDED
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3/6/16 10:17 PM
Warm- Up 2/11/2016
Farmer Eldridge decided to create his own garden behind Harpers Choice. With the help
of several students they decided what to plant and created the layout of the garden. The field
layout in feet is shown below. Use the figure and your knowledge of combining like terms and
perimeter to answer the questions below.
2y 2 3x 2 6
3y
5x 3y
2
Peppers
5xy 3y 10
Strawberries
4y 4x
Pumpkins
3x 5xy x 2
Tomatoes
6y 2
6xy 7x 2
1. Write an expression that represents the length of the south side of the garden and then
simplify being sure to combine
like terms.
2. What is the length of the south side of the garden if x=2 and y=4
Ms. Malone
Mr. Hill
Mrs. Trainer
Ms. Walker
Mrs. Wilson
thrilled
nervous
shocked
confused
excited
grading papers
coaching football
surfing
drinking coffee
ice skating
Elmo
Justin Bieber
Taylor Swift
Lady Gaga
Peyton Manning
the 4th of July

Friday night
Halloween
Valentines Day
the last day of school
Disney World
Target
the zoo
the Mall
the aquarium
Florida
California
Maryland
Columbia
Hawaii
Pajamas
bathing suits
tu-tus
football jerseys
sunglasses
wrestling a bear
eating pies
solving equations
juggling
doing back-flips
to show how cool math is

to impress everyone
to promote world peace
to win a bet
to end world hunger
(C Mrs. Trainer
(A thrilled)
(E ice skating)
(D Lady Gaga)
(B Friday night)
(C the zoo)
(E Hawaii)
(C tu-tus)
(E doing back flips)
(A to show how cool math is)
Combining Like Terms MATH LIB!

Directions: Write down each expression, then simplify by combining like terms.
Identify your answer and fill in the blanks at the bottom to complete the story.
1)
_____________________________________________ = _________________________________
2) _____________________________________________ = _________________________________
3) _____________________________________________ = _________________________________
4) _____________________________________________ = _________________________________
5) _____________________________________________ = _________________________________
6) _____________________________________________ = _________________________________
7) _____________________________________________ = _________________________________
8) _____________________________________________ = _________________________________
9) _____________________________________________ = _________________________________
10) _____________________________________________ = _________________________________
(1) ____________________________ was (2) ____________________________

to be (3) _________________________________________ with
(4) ____________________________ on (5) _________________________________ at
(6) ____________________________ in (7) ____________________________ wearing
(8) ____________________________ while (9) ____________________________ because they
wanted (10) ______________________________________________!
Gina Wilson (All Things Algebra), 2013
Algebraic Expressions and Combining Like Terms Homework Review
1. Evaluate the following if a= 5, b= 8, and c= -5

A) a + b + c
B)
2b 4a + 8
B)
2p + 10n + m
C) a2 + 2b - c
2. Evaluate the following if m = -6, n = 1, p = -12

A) 2m2
3. Adrianna bought the following tickets for the movie The Choice for youth group and their
parents.
5 adult tickets, 3 senior tickets, 10 child tickets, 4 adult tickets, 6 child tickets, 12 senior
tickets.
A) Rewrite this as an algebraic expression using a for adult, s for senior, and c for
child.
B) Simplify this expression by combining like terms.
4. Mrs. Roberts is ordering t-shirts for her indoor flag football team. She has 14 players on
her team. She has looked at 2 different stores and below are the costs to make t-shirts.
Perfect Ts : 10 dollars one time set up charge plus 3 dollars a shirt.

(10 + 3s; where s equals the number of shirts)
Best Bargain Ts: 25 dollars one time set up charge plus 2 dollars a shirt.
(25 + 2s; where s equals the number of shirts)
a) Which store has the better deal for the 14 shirts she needs? (show your work)
b) Before she places the order she decided to get shirts for the coaches too. If she
now orders 16 shirts does this change her answer? Justify your answer.
5. Simplify the following expressions by combining like terms.

A) 100m 10n + 6 + 5m 20n - 2
B) 6gf + g + 2f + 6gf g
C) 7a2 + 7a + 10a2
D) 2x3 + 6xy + 9 + x3 8xy + x2
E) 5w2 + w - 10w2 + 3w3 + 4w2 + 12

your lesson!
Date: 2/11/2016
School: HCMS
Time: 8:08 - 8:58
Grade: 8th
Title of Lesson Plan (in UDL Exchange): Algebraic Expressions Combining Like Terms with Mathlibs
(ESL #4)
results.
the results?
1. The primary focus of todays lesson was the reinforce concepts that were learned
yesterday in a fun way. The warm-up tied to our 8th grade garden and set the students up
to do an extension activity independently tomorrow after the quiz. The mathlibs activity
was a good way to get the students out of their seats to do problems while coming up
with a silly answer. A lot of the students ended up working as partners as they went from
problem to problem and while I did not consider this when planning the activity I heard a
lot of math discourse. This was a very positive outcome. The class scored 79% on this
activity, the boys scoring averaging higher this time at 82% and the girls scoring 78%.
2. Girl #1 did not have a good day and only successfully finished half of the work.
Unfortunately she is a very capable math student but her behavior frequently affects her
learning and sometimes the learning of those around her. She arrived at school today
with a poor attitude and was very defiant. She pulled another student down with her.
Both students did not work to their potential but did eventually get some work done. The
other students with the IEPs and the 504 did well on this activity, all scoring 70%. Boy
#1 and Boy #2 were both a little distracted by Girl #1s behavior but were still able to
complete most of the work.
3. The students that scored higher on this activity were those that stayed more focused and
worked well together. Having the students get us and wander around the room to do their
work creates a lack of structure that some students do better with than others. We have
done this several times this year and overall the movement is helpful and while some
students might not be focused from the start they end up settling down and getting a lot
done.
4. Overall I was pleased with the results of the activity. The majority of the class, once they
were engaged in the activity, stayed engaged until they completed it. They seemed to not
lose interest. The students enjoyed the silliness of the mathlib and it seemed to make the
activity much more fun. The students like the idea of using the clipboards as then do
station activities around the room. Obviously it makes the work while standing easier,
but it seems to be more than that. The students were motivated to get the correct answer.
I think this partially due to the activity and partially due to having time to start the
review. Possibly a goal would be to pay attention to how the students paired off to make
sure they are were getting something out of the activity and not just letting the person
they are walking around with do all the work.
Day 5
and Reflection
Algebraic Expressions - Summative Assessment and Extension

(ESL #5)
Betsy Trainer
0
A
Ab
boou
utt T
Th
hiiss L
Leessssoon
n
DESCRIPTION
This lesson is an assessment to determine how well the students have mastered evaluating an algebraic expression, simplifying an
algebraic expression, and applying an algebraic expression to a real world situation.
PREREQUISITES
- the definition of a variable
- how to evaluate algebraic expressions when the value of the variable is given
- how to identify like terms and combining like terms to simplify an algebraic expression
- how to apply an algebraic expression to a real world situation
ESTIMATED TIME
1 hour
P
Pootteen
nttiiaall U
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PURPOSE:
GRADES:
CONTENT AREAS:
COMMON CORE:
7-8
Math
Mathematics
G
Gooaallss
INSTRUCTIONAL GOALS
Students will demonstrate their knowledge of simplifying and evaluating algebraic expressions. Students will also demonstate their
knowledge of applying algebraic expression in real world situations.
OBJECTIVES
Simplify algebraic expressions
Evaluate algebraic expression
Apply an algebraic expression in a real world problem
VARIABILITY
The quiz provides options for comprehension. The follow-up to yesterday's warm-up also provides options for comprehension.
The follow-up to yesterday's warm-up provides options for executive function.
The quiz provides options for sustaining effort and persistence. The follow-up to yesterday's warm-up provides options for sustaining
interest.
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3/6/16 10:19 PM
Simplify algebraic expressions
Evaluate algebraic expression
Apply an algebraic expression in a real world problem
The follow-up to yesterday's warm-up
Summative assessment is the quiz prepared to assess how well the objectives have been learned.
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OPENING
1. Review answers to last nights homework and ask students if they have any questions prior to quiz.
DURING
1. Student will complete the Unit 3: Algebraic Expressions and Combining Like Terms Quiz
2. As students complete the quiz make sure they have checked their work.
3. As they turn their quiz in given them the follow-up activity. Once everyone is finished students can work with partners on the
follow-up activity.
CLOSING
1. If time permits discuss the results of the follow-up activity.
M
Maatteerriiaallss
Unit III: Algebraic Expressions and Combining Like Terms Quiz
Follow-up to yesterday's portfolio
Last nights homework - Algebraic Expressions and Combining Like Terms Homework Review with completed answers
TI-84 calculators
document camera
RESOURCES INCLUDED
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3/6/16 10:19 PM
Name: _______________________________ Date: ________________ Total: ________/18

Unit III: Algebraic Expressions and Combining Like Terms Quiz
1) Simplify the following expressions by combining like terms (Show Work! 2 pts each)
A) 11d + 5 6d 2
B) 5a2 + 3a + 10a + 6
C) 4xy 4y 2y + 3xy + 9x
2) Use the triangle below to answer the following question (2 pts. each):
5x + 5
3x + 3
6x - 4
a) Express the perimeter as a simplified algebraic expression combining like terms.
b) If x = 4, what is the perimeter?
3) Evaluate the following if a = 3, b = 5, and c = 8 (Show Work! 2 pts each)

A)
4a - 6b + 4c
B)
b2 + a
4) A group your friends and their parents are going to the Science Center. An adult ticket costs
$20 and a students ticket costs $13. The cost for the group can be represented by the
expression 20a + 13c where a is the number of adults and c is the number of students.
Find the total cost for 4 adults and 20 students. Show your work. (2 pts)
5) Describe and correct the error in evaluating the expression when m = 8. (2 pts)
5m + 3
5(8) + 3
5(11)
55
BONUS: Simplify by Combining Like Terms (2 pts)

-10x3 + 20x5 5x3 24x5
Follow Up to yesterdays warm-up

Name________________________

Farmer Eldridge decided to create his own garden behind Harpers Choice. With the help of
several students they decided what to plant and created the layout of the garden. The field layout in
feet is shown below.

3y
2y 2 + 3x 2 + 6

5x + 3y
2
Peppers
5xy 3y 10
Strawberries
4y 4x

Pumpkins
Tomatoes
6y 2

3x + 5xy x 2
6xy 7x 2

2
Yesterday we wrote the expression
for the south side of the garden.
It was 3x +11xy 8x .
We also found that if x=2 ft and y=4 ft the actual length of the south side was 62 feet.

Answer the following questions

1. Write an expression that represents the perimeter of the garden and then simplify being
sure to combine like terms. Hint: It may be easier to do each side one at a time and them add
them together.

2. What is the perimeter of the whole garden if x=2 and y=4 ?


your lesson!
Date: 2/12/2016
School: HCMS
Time: 8:08 - 8:58
Grade: 8th
Title of Lesson Plan (in UDL Exchange): Algebraic Expressions Summative Assessment and Extension
(ESL #5)
results.
the results?
1. The purpose of todays lesson was to have the students demonstrate the effectiveness of
the sub unit. Overall the summative assessment showed there was strong evidence of
learning. The average score on the assessment was 85% and the distribution was as
following:
43% As
31% Bs
0% Cs
13% Ds
13% Es
The average for the girls was 91% and the average for the boys was 70%.
2. The students with IEPs were given the same assessment. They scored very well on the
assessment. Girl #1 and Boy #1 both earned As and Girl #2 and Boy #2 both earned Bs.
While testing Girl #2 was asked to revisit certain questions. She was also prompted to
identify the main points of the word problem and to verbally paraphrase what the
question was asking for her to do prior to her completing this question. She did take
longer to complete the assessment than most of the students but did very well.
3. The two students that earned Ds were somewhat of a surprise. One of the students was
one of the two with the highest score on the pre-test. He did show improvement from a
43% to a 67% but I did not expect him to be below the average. He was absent the day
we took the assessment and had to make the assessment up when he returned. The
assessment was taken by the class on Friday and due to a holiday on Monday and snow
day on Tuesday he did not take the assessment until the following Wednesday. This most
probably had an impact on his score. The two students that earned Es, while still not
completely grasping the concepts did show progress. The one student works very hard in
class but does struggle. He has been evaluated and was not eligible for services in special
education but has been receiving interventions for both reading and math. Math is his
stronger subject of the two so this year primary intervention has been focusing on ELA.
The other student that failed was very close to earning a D. She was absent from school
for a month over from the middle of December to midway through the middle of January
to travel out of the country to Vietnam. She had trouble adjusting and focusing on being
back at school. She was not absent for any of the daily lessons but overall seems
disinterested in school.
4. I am pleased the results of the assessment. There is another teacher teaching a section of
common core 8, we use a common assessment for units that we create together with the
help of our Math Instructional Support Teacher. This helps make sure the questions are
fair and test the objective we are intending it to assess. The follow up activity was also
effective in that it kept the students that had completed the assessment quiet and engaged.
I believe the size of the unit contributed to the success of the unit. A goal would be to try
to chunk more units into smaller units that could be assessed more frequently.

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Running Header: EVIDENCE OF STUDENT LEARNING

Evidence of Student Learning

Running Header: EVIDENCE OF STUDENT LEARNING

Part A: Learning Context, Topic and Objectives

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

D. Analysis and Instructional Decision Making

Student Pre Test

3 of the students scored 43%

The average score on the exit ticket was 82%

Running Header: EVIDENCE OF STUDENT LEARNING

The average score on the math lib was 79 %

Two of the students scored a 45% on the assignment. This was

primarily due to behavior issues and these students being disruptive

Running Header: EVIDENCE OF STUDENT LEARNING

The average score on the unit assessment was 85 %

Running Header: EVIDENCE OF STUDENT LEARNING

Student Pre Test Pre Test

Running Header: EVIDENCE OF STUDENT LEARNING

E. Reflection and Self-Evaluation

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

Running Header: EVIDENCE OF STUDENT LEARNING

UDL Exchange: Lesson

Algebraic Expressions - Pre Test and Evaluating Expressions (ESL

Last Updated: 6:20PM Yesterday

UDL Exchange: Lesson

Students will complete a pretest to demonstrate prior knowledge

UDL Exchange: Lesson

Last Updated: 8:58AM Yesterday

Algebraic Expressions Unit Pre-test

Simplify the following expression if x = 5, y = -2, and z = 3.

Algebraic Expressions Unit Pre-test

Simplify the following expression if x = 5, y = -2, and z = 3.

Misconceptions About Variables:

2. True or False: In a problem, if m equals 5, then n equals 6. Or if a equals 3, then b equals 4.

3. True or False: Given the algebraic express 4x where x = 2, the 4x = 42.

4. True or False: Given the algebraic express 2y where y = 7, then 2y = 27 = 14.

By the Roll of the Dice Expressions

Name: _________________________________________ Date: ___________ Class: ___________

For 5- 6 use n = -3 and m = 5.

LESSON REFLECTION FORM

Mentor Teacher: Amanda Malone

Time: 8:08 - 8:58

Content Area: Common Core Math 8

University Supervisor: Kandace Hoppin

Name: ___________________________________ Date: _ Class: _______

Name: ____________________ Date: _ Class: ___

(1) was (2)

Name: _______________________ Date: Total: /18