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GENERAL INFORMATION Name: Kevin D. Gilbert Lesson Title: The Joy of ? Grade level(s)/Course: 7th Date taught: Thursday, 4rd day of class INFORMATION ABOUT THE LESSON Content Standards:
7.EE.1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 7.EE.2. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.

Enduring Understanding and/or Essential Question: Mathematics is a language similar to that of the English language. What are different ways of describing, verbally, what an algebraic expression means? Instructional Objectives: Students will be know different words and phrase that are the equivalent of the operations and . Prior Learning/Prior Thinking The students have had experience translating from English to Math through word problems. The students are familiar with algebra. Some of the students have taken or know a language other than English. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge As the class begins, the teacher appears to be a little uncomfortable. He clears his throat and asks the students if any of their parents have told them about x. He states it he assumes most of them already know about x or have at least heard about it from their friends but it is his responsibility as an educator to make sure that they understand how x works. He draws an x on the whiteboard and explains, X is the process of joining together two, or more, groups of the same

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size. It is something that we will all do one day. Perhaps, some of you have already done it. I can assure you that you parents have done it at least once. So, lets talk about X. Lets talk about multiplication. Focus/Purpose Statement Math is a language just like English. You can translate from Math to English and back again the same way you can with German, Spanish, or any other language. Today we will learn different methods of translation and how effective each one is. We will also learn that, like English, the way the words are arranged can affect the meaning of the sentence. Procedures Before they begin the teacher will summarize his review of the exit sheets and ask what questions they have from yesterdays lesson on words that mean + & . The teacher will tell the students that today they will be finding other ways to say & The teacher goes to the whiteboard and draws a table similar to the on in the Operations Translation 2 document. He asks the students for other ways to say what the algebraic expression 4 means. He writes their suggestions on the whiteboard and circles the key words in each one. The teacher can use the Operations Translation 2 Key if there are some the students dont suggest. The teacher then moves onto the division row and asks the students how to say what the algebraic expression x 2 means. The teacher will proceed in the same manner as with multiplication. The teacher should remind the students that these phrases may be something they want to include in their phrasebooks. The students will be allowed to work in groups until the closure. Differentiation The teacher will use many different teaching techniques to appeal to students with different learning styles. There will be open class discussion, graphic organizers, and group work. The students of different levels of ability and content knowledge will be assisted through the group work. Student with language differences may actually be at an asset help the groups understand the concerns of a person who needs to translate between languages. Closure As the class drawn to a close, the teacher will have the students return their desks to where they found them. He will tell them that tomorrow, they will be taking a quiz over what theyve learned this week. The rest of the period will be available to work on their phrasebooks and that the rough

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drafts will be due at the end of the class. The teacher will ask the students to get out a piece of paper and write their answers to the following questions as an exit slip. 1. What are 2 different ways to interpret the expression 13 ? 2. What are 2 different ways to interpret the expression x 5? Before the students leave, the teacher should remind them of the rough draft and quiz on Friday. Materials and Resources Whiteboard and dry erase markers. Copy of Operation Translations 2 printed & ready for reference. Copy of Operation Translations 2 Key printed & ready for reference.

Classroom Management/Democratic Practices I will expect students to raise their hands and be called upon before answering a question or speaking in a discussion. If a student blurts out an answer, I will ignore them and call upon someone who has raised their hand. If students are talking during when they are not to be talking, I will remain silent and watch them until they stop talking. If they continue to talk, I will use proximity, then a verbal reminder that when someone is talking everyone else needs to be listening. Since this is the first day of class, I will not have class rules determined. Once they are I will expect the students to abide by them. ASSESSMENT Before the lesson Gathering information about student knowledge None Pre-assessment that may be used Exit slips from the day before. During the lesson Informal Formative Assessment During the class discussion portion, I will determine by their responses how well they understand. After Ive explained a new concept, I will ask, What questions do you have? and count silently to 6. If there are none, I will proceed. If there are, I will explain the idea in a different way and check in the same way before I continue.

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I will also move around the room during group work to monitor for understanding. I will ask each group a question or two to determine if they understand or not. Formal Formative Assessment Exit slip at the end of class. At the end of the lesson Formative As noted in the Closure section, the students will submit an exit slip. The ques tions cover the main points of the lesson. I will review their responses before the next lesson to determine if we can proceed or if there needs to be some reteaching. Summative None