Teacher: Adrian Rodriguez Date: 9/19/17

Part 1: Planning for the Lesson

A: Standards
i. Key Content Standard​:
Math - 6.EE.1. Write and evaluate numerical expressions involving whole-number
exponents.

ii. Related ELD Standard​:

ELD - 6.Part 1.A - Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics.

B. Objectives
i. Learning Objective/Goal​: The students will (​DO​ __) to (​LEARN ​___).
The students will be able to write and evaluate numerical expressions with exponents.

C. Assessments:
i. Informal assessment strategies used during the class:
ClassDojo random choosing, anecdotal and mental notes on which students are meeting
and not meeting the objective, and classwork for tracking their progress once it’s
submitted.

ii. Written assessment used to determine to what extent each ​individual​ student has met the
learning objective:
exit ticket with one question for assessment on the student’s understanding for the
lesson and a self-evaluation piece for reflection.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

Math notebook for each student, pencil for each student, whiteboard, dry-erase marker,
eraser, and numerical expressions with exponents ready to be projected/written on board
for specific moments in the lesson.

Part 2: Instructional Sequence

Introduction (5 min):
● Transition students from Word Work (Language Arts) to math.
● With the objective on the an anchor chart, have students point and choral read the objective.
○ The objective is, “I can write and evaluate numerical expressions with exponents.”
● Break down the objective with the students, as they find the keywords that point out what needs
to be done.
● Have students “Stand Up, Hand Up, Pair Up” with different partners to share the objective for
the lesson.
● Pause students after approximately 1 minutes and have random students get chosen through
ClassDojo to share out the objective for the lesson.
● Have students return to their desks.
Body of the Lesson ( 40 minutes)​: Describe step-by-step what the teacher ​and​ the students will be
doing during the lesson.
● Continue going through the anchor chart with students, as they are copying the anchor chart
into their notes. (15 minutes)
○ After having gone through the objective, the next part of the anchor chart is to expose
students to numerical expressions with exponents. So, students will first be introduced
to the expression two to the third power, in exponential form.
○ When the expression is introduced, students will be taught what the different parts of
the expression in exponential form are and will have to practice saying it to a partner in
their seating area.
○ Students will then see one more example on the anchor chart, which will be covered in
the same fashion, which will be 4 cubed.
○ As that the chart is being completed, students will be introduced will be the language
for how to read aloud expressions with exponents. This will include the terms “squared”
and “cubed,” so that students can understand those terms when they come across them
in their work.
● With the anchor chart complete, students will now have the time to practice evaluating
numerical expressions with exponents in their Math Notebook. (10 minutes)
○ Students will be presented with 5 different expressions, each of a different rigor, so that
students who have minimal understanding can still practice the skill, and students who
understand the skill can have something of higher rigor to push themselves.
● Students will now put their understanding and skills to practice with a partner as they
teach/walk someone through the steps and work they do for an upcoming problem. (15
minutes)
○ Presenting students with 5 different expressions, again each of a different rigor, students
will now choose one to solve and show their understanding. (5 minutes)
○ Once students are finished with solving their chosen numerical expression, they will
teach a buddy (through Stand Up, Hand Up, Pair Up) how they worked on the
expression by using the sentence frames provided for support. They will teach a person
who did not choose the problem they worked on, and instruct them so they fully
understand the solution. When students finish teaching one buddy, they move on to
another buddy. (10 minutes)
● Once time is up, students will return to their seats and review one more problem as a whole
class to wrap up the lesson for the day.
Closure (15 minutes)​:
● To conclude the lesson, as a whole class, with the help of ClassDojo random chooser, students
will assist in evaluating one more numerical expression and in labeling the parts of the
expression. (5 minutes)
● Once the problem has been evaluated and labeled, students will then complete an exit ticket
where they will evaluate and label on numerical expression, which will be how their
understanding of the content for the day will be assessed. (10 minutes)