Jonathan Guardiola

Lesson Topic: Solving Algebraic Expressions (Math tic-tac-toe)

Grade level: 6th Grade
Length of lesson: 15-20 Minutes

Stage 1 – Desired Results

Content Standard(s):
 Children will show progress in math when they are able to:

1. Explain how to solve and simplify an Algebraic Expression.

2. Know what makes up an Algebraic Expression.
3. Apply previous math knowledge and problem solving skills to new types of
math problems.
4. Actively participate in group activities to help solve Algebraic Expressions.

 Children will show progress in Approaches to Learning when they:

1. Raise their hands to answer questions in class.

2. Don’t lose focus during lessons or activities.
3. Show an interest in solving and simplifying Algebraic Expressions.
4. Are able to help others solve math equations regarding Algebraic Expressions.

Understanding (s)/goals Essential Question(s):

Students will understand:  What makes up an Algebraic
 Recognizing Algebraic expressions. Expression?
 Solving Algebraic Expressions.  What steps do you take to solving
 Simplifying Algebraic Expressions. an Algebraic Expression?
 Identifying two Algebraic
Expressions are equivalent for
example y+y+y is also 3y.

Student objectives (outcomes):

Students will be able to:
 Solve Algebraic Expressions.
 Simplify Algebraic Expressions.
 Identify Algebraic Expressions.
 Know properties of Algebraic Expressions.
 Identify when two Algebraic Expressions are equivalent.

Stage 2 – Assessment Evidence

Performance Task(s): Other Evidence:
 Solve/Simplify Algebraic  Successfully solve/simplify the
 Expressions in the square of their
choice.
 Successfully get a line of solved
Algebraic Expressions.
Algebraic Expression.
 Be able to explain to the class how
to solve/simplify the Algebraic
Expression.
 Students are able to identify the
specific properties of the equation
while explaining how to solve it.

Stage 3 – Learning Plan

Learning Activities:
 After the activity students should have a better understanding of how to
solve/simplify Algebraic Equations.
Pre-Assessment:
 Go over a few examples on the board with the whole class to demonstrate how
to solve different types of Algebraic Equations.
Procedure
1. Split the class up into two groups. Groups can be either girls vs. boys, 1s and 2s,
or split the class straight down the middle.
2. Have 1 student from each team play rock, paper, and scissors to see which team
goes first.
3. After a team is selected they will chose an Algebraic Equation to solve/simplify
from one of the boxes of the tic-tac-toe chart then solve it with their team.
(Make sure the other team is solving it as well for a chance to steal the spot if
they get the wrong answer).
4. One student from the chosen team will then be called up to the board to explain
how to solve/simplify the Algebraic Equation. (If the student has the right answer
but cant explain the correct steps to achieving answer they do not get the square
and the other team can steal).
5. Repeat steps 1-4 until a team has achieved a line horizontally, vertically, or
diagonally.
Materials
 Paper
 Pencil
 White board
 Dry erase marker

Extensions & Enrichment:

 As students explain how to solve the Algebraic Equation question their problem
solving methods to generate a more clear response to show their understanding
of solving the Algebraic Equation.
 Ask students the following questions while they are solving their equation: “How
did you come up with that answer? What step did you take to get to that point?
Why is said equation able to simplify?”

Differentiated Instruction:
 Consider how students learn in different ways and be able to accommodate for
their specific learning styles.
Accommodations:
  For children who are shy and don’t like to speak aloud in front of the class allow
them to explain how to solve the equation to you and if they did it properly and
got the correct answer proceed to explain to the rest of the class that students
steps and how they go the answer.
 For a child that is blind allow them to solve the equation by saying it out loud for
them then allowing them to explain their steps aloud to the class while writing
down their steps on the board for the other students to see while they explain
their steps to solving the equation.
Technology:
 Not Applicable to Lesson.
Sources:
 Give credit to textbook or internet sources if any were used for the
activity/lesson.