Spring 2014

Immersion I Lesson Plan Format

Field Study Teacher:
Grade Level:
Unit:
Day, Date, and Time of Lesson:

School:
Number of Students in Class:
Lesson Duration:

1. Objective(s): By the end of todays class period the students will be able
translate written sentences and word problems into equations and expressions that they can
simplify and solve, and utilize these translation skills to create linear equations that solve real
world application and word problems involving linear models.

2. Colorado Academic Standards: standard 2: Patterns, Functions, and Algebraic Structures

Prepared Graduates
:Use critical thinking to recognize problematic aspects of situations, create mathematical models,
and present and defend solutions
Concepts & Skills to Master
:2: Equations and expressions model quantitative relationships and phenomena
Evidence Outcomes
-a. Solve multi-step and mathematical problems posed with positive and negative rational
numbers in any form, using tools strategically (CCSS:7.EE.3)c. Use variables to represent
quantities in a real-world or mathematical problem, and construct simple equations
and inequalities to solve problems by reasoning about the quantities (CCSS: 7.EE.4)i. Fluently
solve word problems leading to equations of the form px+q=r and p(x+q)=r, where p, q, and r are
specific rational numbers. (CCSS: 7. EE. 4a)
ISTE Standards1.
Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. a. Apply existing knowledge to generate new ideas,
products, or processes b. Create original works as a means of personal or group expression2.
Communication and collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others. a.
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and mediab. Communicate information and ideas effectively to multiple audiences
using a variety of media and format
3. Learning Target(s): I can translate written sentences and real world application word
problems into expressions and equations that I can then simplify and solve .I can create a short
Educreations video that focuses on translating and solving at least 2 basic sentence problems and
1 real-world application problem

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4. Assessment: Formative Assessment- For the formative assessment I will be using observation
and facilitation through the independent practice as the class activity progresses. This will allow
me to gauge how the class is doing as a whole and how each group is doing individually with
their understanding. It also provides mean opportunity to correct common confusion points and
misconceptions the students may have. In addition, I will be taking questions and asking the
students questions during my guided practice and modeling stages of the lesson. Summative
Assessment- For the summative assessment I will be evaluating each of the students individual
videos they did within their pairs, and the scrapnote sheet they were required to fill out with all
of the work they did to create and solve each equation in their particular video. Also, for the
closure I will be
doing a more visual/verbal assessment of students skills and understanding at
the end of the class period. The closure will be a mini exit discussion where I will do a pepper
cold call session and ask every student a question about the process, steps, or mechanics of
translating word phrases and problems into equations and expressions that we can then simply
and solve
Key Vocabulary: Educreations

the application the students will be using to create their videos- Course Code- the code that they
will use when signing up for Educreations. This will make it possible for me to see each video
without them having to share it in some fashion or with some third party applicationCreate A New Lesson
- which is the key button that links students to the virtual whiteboard software where they will be
recording their videos
Prerequisite Technology Skills: For students to be successful in this lesson and classroom
activity, they have to be able to know how to run the basics of an iPad, how to get an application,
and working with simple signup processes for a basic website. In addition, students will have to
be able to work with tablet pens and how to use them correctly and efficiently on the iPads.
These are all very basic technology skills that the students should be fairly familiar with. If not, I
will go through a modeling of how to do it correctly and efficiently before the activity, so
students who do not have these skills will be able to acquire them quickly before the activity
begins
5. Materials: - Pen- Paper- Projector/Smartboard- Instruction Sheet For Class Activity- Rubric
for Class ActivityClass set of iPads with Educreations App
& class set of tablet pens- Scrap Work Sheet Anchor (for scratch work during activity)

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6. Introduction/Anticipatory Set: To begin todays lesson I will have a Start Thinking question
up on the projector as the students walk into class. It will be
a question that introduces
todays
content and leads us into the realm of using language to express and represent linear models that
the students are actually very familiar with up until this point. The question will be: What
words/phrases can you think of that can be used to represent each of the Order of Operations?
(PEMDAS)Create a small list of words/phrases that can be used to signify addition, subtraction,
multiplication, parentheses, division, and exponents.(Hint: Create a table to organize and
distinguish your notes on each list of words/phrases that represent each Order of Operations As
the students walk into class they will be required to sit down and begin working on the start
thinking question as soon as possible. When the actual time of class begins I will give the
students 3 minutes to answer the start thinking question. They will be required to write the
question down and answer it their personal notes. During this 3 minutes I will be circulating and
observing the students as they work on their lists and assess what previous knowledge they may
have by looking at what words they are creating just from past experience, memory, and
recollection. Once the three minutes is up I will walk up to the white board and create a blank
table of words/phrases for each order of operations on the side so it can remain there throughout
my direct instruction and lecture. Each operation will be color coded because I will use this
during my direct instruction and lecture to provide a visual representation of how each operation
can be directly translated into a word or phrase of a sentence. Order of Operations Word and
Phrase Bank P ( ) E

From there I will cold call on every student (which I will use a class seating chart to check off
students I have already called on) and ask them what words they got for a designated section of
their answer/notes. As they list I will write down each word they have in its designated spot.
During this thes tudents will be required to participate and also write down any words they did
not have in their notes down as we go along. I will remind them to write as much as
they can and to copy this table in some form because it will help them tremendously throughout
todays activity. I will also
advise them to keep it open ended so they can add to it as we go along with the lesson. After I get
through each student and have an almost completed table I will initiate a short discussion with

Spring 2014

the students about how we can use language and words/phrases to signify mathematical
operations and concepts, and how they surround us every day. I will also ask the students how
did theyknow about these words and situations, and where have the seen or used them used
outside of the classroom and school. My goal is to get them thinking about how math is
not always numerical, but written, verbal, and linguistic as well.(5-7 Minutes)
Differentiation
- To begin, during the initial three minutes I will be circulating throughout the room and helping
any student who may be struggling with answer the start thinking question. For them I will
merely provide rough examples and will remind them to think of all of the situations they have
been involved in outside of school that involve numbers and math. In addition, this type of
anticipatory set allows for the more linguistic and logical/real world application learners to work
with mathematical concepts and models in a more comfortable and relatable medium. It allows
for the students to pull from prior knowledge and experience to create a list of words and phrases
that represent and relate to the mathematical
operations we have been talking about and working with so far. Moreover, it doesnt just bring
the numerical into the linguistic, but also provides the logical learners the opportunity to begin
todays lesson and activity in a real world application territory they are more interested and
comfortable
in.

7. Essential Questions or Big Picture Statement: How can numerical symbols, mathematical
operations, and linear equations be modeled by real world situations and written text?
Todays lesson builds on the knowledge foundation that mathematics is not simply numbers,
operations, theorems, and designed
steps. It provides the basis and structure for using and recognizing linear models and equations in
the real world and how in reality they can be represented in a variety of forms
8. ****Step-by-Step Lesson Process:
1)
Anticipatory Set/Initial Discussion(5-7 Minutes)2)
Direct Instruction/Modeling
- During the initial discussion I want to use what the class is talking about as a segue into my
direct instruction and lecture. I will begin my lecture by restating the fact that math and its
concepts can come in many different forms and varieties. I will then note and relay to the
students that today we will be focusing on how we can use words/phrases and real world
situations to model these concepts and extend our knowledge of how we can use mathematics in

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a variety of ways and situations. From here I will explain:- When it comes to working with linear
models, equations, and order of operations there are a variety of ways that these can be
represented beside the traditional forms we commonly work with and see them in, and written
text and linguistics is one of these ways. As a result, to be able to work with that particular form
we have to be able to convert the written words and language back into a more mathematical and
numerical language we can manipulate and solve to answer a specific question or find the
solution to a particular problem. To do this we will use a variety of translation and problemsolving techniques that will allow them take a written statement or word problem and turn it into
an equation or expression that they can then simplify and solve.- Now when we run into these
forms in this class, and throughout their future math career, they will most likely come in two
different forms, questions or prompts. Sometimes the students will be asked to translate a simple
sentence into an equation and solve for an unknown number, and sometimes the students will be
given a large amount of information in the form of a word problem that they will be required to
pull the information out to create a linear equation that they can then solve and use that
numerical solution to answer the given question in the word problem. From here I will go over
each scenario:-Translating sentences & Solving for an unknown number:

For this part I will use the word table the class created during the anticipatory set and explain
that each operation can correspond to a word or phrase. I will fill out the words and ensure the
table includes: Addition

(sum, plus, added to, more than, increased by, total); Subtraction

(difference, minus, subtracted from, less than, decreased by, less); Multiplication

(product, times, multiply, twice, of, double, triple); Division

(quotient, divide, shared equally among, per, divided by, divided into); (add row for) Equal sign

(equals, gives, is/was, yields, amounts to, is

equal to). We will use x to represent the words a number or the unknown term in the equation
and expression.

Once I fill out the words I will go through 3 examples and model how the students can be given
a statement or sentence and they will be asked to find an unknown number. To do this they will
need to locate the key words in the sentence and translate them one by one into a mathematical
and numerical statement they can then solve and find the unknown number. While doing this I
will color code each operation and key word that relates to it so the students have a visual
connection and representation of the translating process. I will also draw arrows as I go along
and explain how I would go about arranging the elements and solving the problem as a whole
based on the information provided to us in the problem
statement. The examples I will use will be: Find the unknown number in each statement Twenty
increased by a number is 5, Three times the
sum of a number and 5 is -

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30, A number minus 11 amounts to 168.

e.g. board write up & color coding: Twenty increased by a number is 520+x= 5- Utilizing
problem-solving steps and techniques to solve word problems and real world application
problems:

To begin this part of the lecture I will present the students with a simple word problem and will
remind them to keep in mind the process we just went through to solve the statement and missing
number problems. I will discuss how the second form we see them in is in real world application
situations and word problems. From here I will ask the class as a whole how they would tackle
this problem and what steps they would take first. From there I will go through the problemsolving process and explain how my first step is to pick out all of the vital information and
decide what the question and word problem is asking me. Once I understand the problem and
gather all of the information it is time to organize it and translate it into an equation. Here I will
demonstrate and model how to pick out the key words and unknown variable, how to translate
them using our word bank and linguistic knowledge, and how to arrange the numerical terms and
symbols we created into the correct equation. After I will model how that they have to solve the
newly formed equation and interpret the numerical solution in terms of the word problem and
original stated question.

After that initial example I will write down a formal step process that the students can write
down and use to structure how they go through this problem solving process. It will include: Step
1) Understand the problem

pick out info, understand question, pick out unknown variable, ect.;Step 2) Translate key words
and information into an equation; Step 3) Solve the equation and interpret the numerical solution
in terms of the original question and problem. After this I will go through 2 more word problem
examples.

Once again, while going through this process I will use the color coding method I used before to
present this translation and problem-solving process in a more visual form and connection type. I
want the students to see the direct relation of the language to the process and steps we take to
solve these types of real world applications

Examples: The distance by road from Chicago, Illinois, to Los Angeles, California, is 1091
miles more than
the distance from Chicago to Boston,
Massachusetts. If the total of these two distances is 3017 miles, find the distance from Chicago
to Boston; A sales person
at an electronics store sold a computer system and software for $2100, receiving four times as
much money for the computer system as for the software. Find the
price of each; Based on the 2000 Census, Florida has 28 fewer electoral votes for president
than California. If the total n

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umber of electoral

votes for these two states is 82, find the num

ber for each state
During the direct instruction the students will be required to take notes in the personal
notebooks, answer questions, and participate when prompted. Throughout the lecture I
will question students about information presented, questions that may arise, and how they are
understanding the process so far.(13-15 Minutes)Differentiation
- The content of this lesson as a whole is more inclined to the linguistic and logical learners,
however with the way I structured the direct instruction and the process I present, I made it more
relatable to the visual and structured learners as well. Since I color code and draw arrows to
show the translation process, I am providing a nice visual representation and allowing the
students to see the direct correlation and connection the key words and given information have to
each step of the process. Also, by providing a table of words I am providing a more organized
and visual separation of the key words from each operation and step. By creating the step list I
am allowing for another visual and logical/chronological representation of the whole process and
how each student can get through it. All of this together and combined, makes the content more

Spring 2014

compactable and brings together each step to form the big picture ideas behind the process as a
whole3)
Guided Practice/Modeling

Once I get through my examples and my direct instruction I want to jump right into the class
activity and begin by letting the
students know what the activity will be. I will explain to the students that todays activity focuses
on working with translation and word problems in a way that allows them to practice the
concepts I just introduced and work in a cooperative learning setting. For todays activity the
students will be split into pairs of 2 (which I will pre-group) to create an Educreations video that
focuses on creating and translating sentences into solvable equations and applying these skills to
a real world application problem. Each pair will be given an iPad, two note sheets (one for each
students scratch work, which will be required to turn in at the end of the activity), and two
scoring rubrics. The note sheets and scoring rubrics will be handed out first and the iPads will be
handed out once the students go through the initial steps of the activity and create and pick the
problems that their video will focus on. The Educreations video each pair of 2 will create will
consist of demonstrating and explaining how they translated and solved 2 basic sentence
problems (which they will come up with on their own), and 1 real world application problem
(which they will chose from the textbook). I will also explain that these requirements are merely
the minimum and if they have the time to do an extra problem, feel free to do it. Moreover, the
video must a minimum of 3-5 minutes long, that way they can spend at least one minute on each
problem. Next I will explain to the students that to successfully complete the activity, reach the
objective, and meet all of the requirements of the activity, the students will need to follow the
following steps:1)
Find your partner and a place in the classroom to work (Try to stay at least a few feet from
another group)2)
Using the scrap work sheet and your notes, work together to come up with and create a minimum
of 2 basic sentence problems
(e.g. 20minus a number is 13) that you can then translate and solve using the skills we learned
today in class.
NOTE: You can create these problems either together or separately and then share them with
your partner, but remember in the end each partner will be required to demonstrate and explain
at least one problem on the video you create REMEMBER: To fill out your scrap work sheet as
you go. It will help you while filming the video and it will be collected for a participation grade
at the end of the activity.3)
Once you have created the 2 basic sentence problems, pick a minimum of 1 real world
application problem from the textbook (pp. 152-154). Translate and solve this problem on your
scrap work sheet. NOTE: Try and pick a real world application problem that is easy enough for
you to write and solve in a decent amount of time and writing space. This will help tremendously
when it comes to writing and solving this problem in the video you will be creating.4)

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Once you and your partner feel you have all of the work done for each problem and are ready to
record your video, come see me at the front of the room.-ONCE YOU HAVE AN iPAD-5)
Create An Educreations Account-a. Go to Educreations App
b. Hit Sign
Up and click on Student
c. Fill out the following information it asks for and use a USERNAME and PASSWORD. Fill
out the class code box with the code:
TBKNNUA
d. Hit Submit6)
Once your Educreations Account is setup, hit Create A New Lesson
7)
Create your video that focuses on the 2 problems you created as a pair and the 1 real world
application problem you chose from the book. Each video MUST CONTAIN THE
FOLLOWING: (This information is also in the scoring rubric)
Must be a minimum of 3-5 minutes long
Must include a short introduction into who the group members are and what the video will focus
on (this can be either written on the slide or verbally said, the choice is yours)
Must include at least 3 translation problems (2 basic sentences, 1 real world application)
Each Problem Must Have:- Original problem on top- All of the computational work and steps
you took to translate and solve the problem is shown and easy to follow- Each problem and
computational work being shown is accompanied by a verbal explanation of
EACH STEP
the solver tool to translate and solve the problem, and
WHY
they took each step.
NOTE: This verbal explanation should be more than now I minus this...
It should have enough depth in it to help both me and your peers understand what you are doing
and why you are doing it
The final slide in each video should include the group members names and the class period8)
Once you are finished with your video, log out of the Educreations app and fill out the scoring
rubric based on the video you created and the group experience you participated in. For each
criteria circle what level you feel your product falls within and give a total score out of 20points

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on the bottom line. (NOTE: For the Working With Others criteria, write down your partners
name and rate them based on how they participated as a group member)9) Once the rubric is
filled out, turn the iPad, rubric, and your scrap work sheets in to me. After I go through the
instructions and explain each step of the activity, I will make sure to explain to the students what
they will be graded on and what the scoring rubric consists of. Once that is done I will go
through and model a quick example of how I would complete the activity. I would begin by
modeling how I would create and chose my problems, and then move onto how I would use my
notes and scrap work sheet to create a short video that demonstrates how to solve it and explains
each step in the solving process. Within this part of the modeling I will be sure to explain to the
students how to sign up in Educreations, how to create a lesson, and how to write out the
problems and work with the record, pause, and slide button features within Educreations. This
means throughout my modeling I will not only be showing them how to complete the activity,
but how to work with the app and video software as well. For this particular example I will
model how to meet all of the requirements for each problem and
the video as a whole by filming and explaining one whole basic sentence problem (20 minus a
number is13). Once the modeling is done I will explain to the students that if they get confused,
stuck, or lost on a particular step
or process then they can quietly raise their hand and I will be over to help as soon as possible.
After that, I will do a quick check for understanding by asking the students a fist to five question
on how they feel about knowing the steps what they need to do throughout the activity. From
there I will clear up any confusion and clarify any important points. During this modeling the
students should be engaged, asking any questions, and focusing on each step I model.(3-5
Minutes)4)
Independent Practice/Check for Understanding
- Once I get done modeling how to participate in the activity and explaining the instructions, I
want the students to get the most time possible to create their problems and produce their video.
To begin this part, I will split up the students into their pairs and hand out the instruction sheets,
scrap work sheets, and scoring rubrics to each group. From there the students will split off into
their groups and begin the independent/cooperative class activity. During the class activity the
students will be required to be filling out their note handout, actively participating and engaging
in the problem/video creation and group work, and working cooperatively with their peers. Also,
they will be encouraged to ask any questions they may have or for any clarification they may
need.
During the activity I will be circulating around the room to assess each groups progress, provide
any modeling or clarification needed, and keep the class as a whole on track. Also, throughout
the activity I will be visually and verbally assessing what the students know and how well they
are working through the content individually in their groups and as a whole class.(15-20
Minutes)Differentiation
- When it comes to class activity it provides a cooperative learning opportunity that caters to the
linguistic, logical, and interpersonal learners. The content of the activity focuses on language and
real world application and word problems, and the grouping part allows for a cooperative
learning experience that everyone can benefit from. Not only that, the way I am doing the
grouping also differentiates for individual ability levels because I will sticking students who
struggle with math in groups with students who are confident. The reason for this is because I

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want the groups to be effective, and for both struggling and confident students this type
of grouping provides both academic support and challenge to each. Even more, this grouping
allows me to see how the struggling students are learning from their peers and how the confident
students are expanding and extending their current understanding and comfort level to help their
peers. Moreover, the activity as a whole includes a mix of review, medium, and challenging
extension questions, so it allows for support and challenge of every ability level in the long run.
In addition, throughout the activity I will be available for help and questions as I mentioned
before and will be making instructional decisions based off the observable and verbal feedback I
receive. If I notice there is one group that is severely struggling and one that is excelling then I
may mix up the
groups
part way through the activity. If I notice that a particular step or process is too difficult and
no one is able to get it then I will walk through howto complete the step and provide students an
opportunity to complete the step with me assisting them.
5)
Closure/Check for Understanding

If there is time, around the last 2-3 minutes of class I will end the activity and have the students
turn in the scoring rubrics and their note sheets before I bring them all back together for the final
closure/check for understanding discussion/question
session. For the closure of todays lesson I want the students to reflect on the new process they
just learned and do a quick Pepper question review of everything that was presented today and
all of the necessary steps we went through . Since we just went through a large bulk of content in
a short amount of time I thought this would provide a nice wrap up of todays lesson and bring it
all together once again.
To do this I will use my seating chart and will ensure to ask every student a question about how
to translate key words into symbols, how to translate sentences into equations, how to solve these
equations, how to set up word problems, how to pick out information out of word problems, how
to interpret solutions, and more. I want to ensure they are clear on every process and topic and
having them repeat it back to me gives them an opportunity to show what they know and solidify
what they are thinking and how they are going about solving these types of problems. During
this I will ask questions at random to randomly selected students, and the students will be
required to respond, be actively engaged, and participate throughout the whole closure Pepper
session.(2-3 Minutes)