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You are on page 1of 3

equations (Part I)

Teachers Name:

Date: Frida

May 1st, 2015

Ari Everts

Subject:

Grade

Level: 5th

Math

Central Focus

To understand that equations should be balanced.

Student Learning Objective(s)/Outcome(s)

I can solve simple equations using the pan-balance method

Assessment/Evaluation

Informal Assessments Slates to assess

individual students (state/show what they would

do to solve the problem)

Thumbs up/sideways/down during instruction to

check if they are understanding the material or

if it needs to be restated.

Differentiation/Planned

Support

Everyday Math has

another source for the

pan-balance examples,

between the money

examples and the

supplied examples there

should be numerous wa

to present this material.

Periodic checks with

thumbs up/sideways/dow

will provide instant

feedback about what

concepts may be

confusing.

Content Standard

CCSS.Math.Content.6.EE.B.6

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem

understand that a variable can represent an unknown number, or, depending on the purpose at hand, any num

in a specified set

CCSS.Math.Content.6.EE.A.2

Write, read, and evaluate expressions in which letters stand for numbers.

Prior Academic Learning & Prerequisite Skills

Knowledge of money system

Mastery of basic operations (addition, subtraction, division, multiplication)

Understanding of fractions/parts

Balance(s)

Academic Language

explain how you got that

discuss it with your group

Academic Language

Equation

Expression

Algebraic expression

Pan-balance

Variable

Instructional Resources/Materials/Equipment

Smart Board

INSTRUCTIONAL PLAN

Launch [Anticipatory set]

Have a student read the I can statement, then launch into hook:

(Tell like a story)

I was at the store, and I wanted some m&ms from the machine (you know, the ones th

you use the quarters with). However, I only had a one-dollar bill, four dimes, six nickels

and five pennies, and the machine only takes quarters. I went to get change from the

cashier, and we were trying to figure out how many quarters I could get in total. So, tal

to your groups and figure out how many quarters my money could equal. (Answer is 7

quarters).

Show slide in SMART notebook (has money on a pan balance).

Instruction

Reviewing the money problem

How did you solve it? (Break down the $1 into 4 quarters; Combine dimes,

nickels and pennies to make groups of 25 cents)

Once all the quarters are expressed (7 is the total), how could we show our

same thought process here?

Remove one quarter from one side with every group of 25 cents from th

other side.

Ask, What do you notice about how Im working with my groups? Wh

do you think Im doing it this way? (The money must always remain in

balance! Is there ever an instance when $1 = 75 cents? No!)

How can we relate this to math? (Lets look at 18 how can we show this

number? 3x6=18; 10+8=18; etc). They all equal 18, right? What happens i

it doesnt equal 18? It doesnt work!

Vocabulary Now, when we were working with our money, we set it up in a

particular way. We used an equation, which is a number sentence that

contains a variable. But, how did we know how much each picture

represented? What if someone from a different country came over and

wasnt used to our money system? The pictures were expressions, a gro

of mathematical symbols that represents a number. So the dollar

represented 100 cents, the quarter 25 cents, dimes 10, etc. Whenever an

equation has an expression or variable in it, it is called an algebraic

expression.

Pan Balance SMART slides

Marbles thats a LOT so lets count them and write how many we have. H

could we write this? Discuss with your group. (21M) Why did I use M? Its a

algebraic expression. Do the same for the paperclips.

Work through the problem as a whole group. Ask if they need another

example, if so, use 3 blocks = 7 paperclips and 1 block.

Continue to slide of math journal examples. Have students get out slates a

show the problems on there. Have them show you when done. Then have

them talk to their groups.

Instructional Tasks

Learning Tasks

Differentiation/Planned

Money Problem (15

Work with teams to Supports

minutes)

solve the money

Teacher will walk

Vocabulary (5

problem

around the room

minutes)

Explain method to

listening to

Pan Balance

solving money

conversations and

Practice (15 20

problem

being available to

minutes)

Extra time: 20

minutes. Use for

extra explanation

or students work in

math journals.

Apply new

vocabulary and

solving methods to

new problems

guide students.

Teacher will review

individual students

504/IEP plan to

differentiate

Closure

Lets talk about our learning target. I can solve simple equations What are

some of the things we need to consider when doing this? (take answers)

Show me with your fingers (5 being highest, 1 being lowest) how you feel abo

this material?

Teacher Reflection

The lesson did not flow exactly as planned, however I was able to adapt on the spot to

what the students needed, therefore causing the deviation from the planned lesson. A

strength was engaging the students by continually asking questions and having them

describe their thought process. A weakness was the presentation of the material. I felt

if my words were not nearly as clear and concise as they could have been, possibly

confusing the students even further. The majority of students were able to do the I

can statement. Some students will need more time, so the following lesson will be

focused on breaking down the steps and reviewing the vocabulary.

Regarding the actual success of the learning outcomes, I wanted students to meet thre

things:

I can solve simple equations using the pan-balance method" (1),

"CCSS.Math.Content.6.EE.B.6

Use variables to represent numbers and write expressions when solving a real-world or

mathematical problem; understand that a variable can represent an unknown number,

or, depending on the purpose at hand, any number in a specified set" (2), and

"CCSS.Math.Content.6.EE.A.2 Write, read, and evaluate expressions in which letters

stand for numbers" (3).

Overall, the students were meant to be able to complete #1 and they were not able to

completely and confidently solve simple equations using the pan-balance method.

However, it seemed like most of the students understood the basic knowledge needed

complete pan-balance problems, like understanding that you may use algebraic

expressions to shorten equations and simplify the solving process. Then coming back

around, students were able to complete most of the components (write and read) but

were unable to complete the evaluations of expressions. It seems like they may just ne

more practice time and examples. However, these examples would not only include

teacher instruction, but student explanations. This may help other students connect

more to the material but seeing it from a peer's perspective.

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