SINGLE SUBJECT CREDENTIAL PROGRAM Lesson Plan Format Foundational Level Mathematics NAME(S) Deborah Phillips SUBJECT Math GRADE AND CLASS DESCRIPTION 7th grade; approximately 25 students per class; at least 1/3 english learners per class; at least one identified special needs student per class UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE SENTENCE) This unit is on expressions, equations and inequalities. students will learn to represent quantities in a variety of ways. They will understand equations as balance of expressions. They will simplify expressions and solve equations involving one variable but multiple steps. They will expand this to inequalities and their graphs. They will apply this knowledge to real world applications and problem solving. LESSON TITLE Expressions and Equations INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION Classroom computer w/ projector, HP Laptops, Socrative website, Student guided notes handout ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS- MONITORING) OR S (SUMMATIVE)
Transcript
SINGLE SUBJECT CREDENTIAL PROGRAMLesson Plan Format
Foundational Level Mathematics
NAME(S)Deborah Phillips
SUBJECT Math
GRADE AND CLASS DESCRIPTION7th grade; approximately 25 students per class; at least 1/3 english learners per class; at least one identified special needs student per class
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE SENTENCE) This unit is on expressions, equations and inequalities. students will learn to represent quantities in a variety of ways. They will understand equations as balance of expressions. They will simplify expressions and solve equations involving one variable but multiple steps. They will expand this to inequalities and their graphs. They will apply this knowledge to real world applications and problem solving.
ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S (SUMMATIVE)
Type Purpose Implementation Feedback Strategy (for students)
How Will the assessment Inform your teaching
Mathematical puzzle, EL, informal
The puzzle will review integer operations from previous unit and will draw students into current lesson.
Students will individually calculate answer per instructions. Students will enter final result into Socrative. Students will share answer with group and discuss result compared to original number.
Students will receive immediate feedback via Socrative and teacher response.
Teacher will check result immediately via Socrative.
Students who do not arrive at the correct final answer will work with their group to discover where their error occurred. Teacher will assist as needed.
Student guided notes,
PM, formal
Guided notes will assist the student in organizing lesson content. Monitoring work during class and review completed notes will aid teacher evaluation of student engagement.
Student will individually complete Expressions and Equations Student Notes.
Teacher will collect and score for grade.
Teacher will monitor student responses during presentation. Teacher will clarify misconceptions immediately.
Students who did not complete will be required to complete during lunch.
Student discussion,
PM, informal
Group discussion allows students in gain a deeper understanding of content.
Student will participate in discussions with group and whole class.
Teacher will monitor discussions to gauge understanding.. Teacher will ask guiding questions as appropriate.
Teacher will circulate room during discussions. Misconceptions will be immediately clarified.
Quiz questions, PM, informal
Answering questions throughout the presentation will help keep students engaged.
Students will individually respond to questions via Socrative.
Some answers will be derived through group work.
Teacher will share correct answers.
Students not getting correct answers will work with group to discover error. Teacher will also review as needed.
STANDARDS AND OBJECTIVES
Content Standard CA CCSSM
Practice Standard CA CCSSM
English Language Development Standards (ELD)
OBJECTIVE (s) of Lesson
(Students will be able to….)
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.
SMP 3 Construct viable arguments and critique the reasoning of others.
SMP 7 Look for and make use of structure
Interacting in Meaningful Ways:
A.1. Collaborative - Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics.
B.5. Interpretive – Listening to actively spoken English in a range of social and academic contexts.
Content:1. Student will distinguish between an expression and an equation2. Student will demonstrate simplifying an expression and explain steps involved3. Student will demonstrate solving an equation and explain steps involved
Language:1. Student will summarize differences between expression and equation2. Student will explain to a partner how to simplify an expression or solve an equation
Teacher will review guided notes and participation expectations with students. Teacher will have students log into Socrative accounts on laptops. Teacher will review lesson objectives and have students copy into notes. Teacher will answer any questions.
Description:
Students will listen to instructions. Students will log into Socrative accounts on laptops. Students will copy lesson objectives into notes. Students will ask questions as needed.
BODY OF LESSON
Time: Teacher(s): Students:
40 MIN.
Description:
Teacher will start Power Point presentation. The first content slide is a mathematical puzzle that will review integer operations from the previous unit and will draw students into the lesson. The material will cover characteristics of expressions and equations, how to simplify expressions and solve equations (single and multistep). Teacher will monitor student participation. She will ensure that they are taking notes on their handout. She will prompt students to respond to the Socrative questions, review responses, and use to guide further discussions. She will facilitate group discussions, asking guiding questions, as needed and check for full participation in group discussions.
Description:
Students will watch and listen to the presentation. They will take notes on their handout. They will respond to questions via Socrative when prompted. They will participate in group and class discussions. They will simplify expressions and solve equations.
LESSON CLOSURE
Time: TEACHER(s): Students:
5 MIN.
Description:
Teacher will review opening puzzle. Teacher will facilitate discussion of mathematical steps required to complete puzzle instructions and how to simplify using information from presentation. Class will discuss why final result is always 10. Teacher will collect completed guided notes handout to review for misconceptions and grade.
Description:
Students will review opening puzzle. Students will determine and record mathematical steps required to complete puzzle instructions. Students will simplify expression and discover why final result is always 10. Student will turn in completed guided notes handout.
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ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)
ENGLISH LEARNERS STUDENTS WITH IDENTIFIED SPECIAL NEEDS
The guided notes will benefit English learners. The Power Point presentation will help students see visuals along with hearing instructions. English learners will be partnered with bilingual students. The use of group work will allow the English learners to receive support from bilingual group members.
The guided notes and Power Point presentation will benefit students with special needs. Students who are visual learners will see the presentation. Students who get distracted easily have the guided notes to follow along on during the lesson. The use of Socrative will keep them actively engaged.
ATTACH SUPPORT MATERIALS
Guided Notes: (space for student writing has been minimized)
Expressions and EquationsIntroduction
Student Objectives:
Watch the video. Discuss with your group what you think the terms mean. Make some notes to share during the class discussion.
Variable: Expression: Equation:
Compare expressions to equations
The English word that describes each is:
Expression: Equation:
What are the characteristics of each?
Expression: Equation:
1. 1.
2. 2.
Are each of these an expression or an equation (circle one)? Why?
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1) x + 4 - 2x + 7 expression / equation because
2) x - 2 = 5 expression / equation because
3) 9 + x - 2y + 3 expression / equation because
4) 2x = 10 expression / equation because
Steps to simplify expressions and solve equations
Right and wrong. Write your notes here.
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Write a verbal model
Assign labels
Write algebraic model
Now you try some
Show your work, not just the answer
1. 4d + 6 = 38 4. 5t - 6 = 34
2. 7x + 3 = 17 5. 10 + 5y = 25
3. 3h - 11 = 25 6. 34 = 4p - 10
Let's explore our puzzle
Write the math that goes with the words
Words Math
Pick a number between 1 and 10 Add 3 to the number Multiply the result by 3 Subtract the original number Add 2 to the result Subtract the original number again Subtract 1 from the result Subtract the original number again
