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You are on page 1of 5

Workshop Culminating

Exercise

(More Directed Learning Activities)

Template with guiding questions

Teacher(s)

Name Nicole Jansen

Position Advisor

E-mail njansen@nmtcs.net

Phone 267-286-3480

Standards

Use linear functions, linear equations, and linear inequalities to represent, analyze,

Content Standards and solve a variety of problems.

NETS*S Standards: 1.a, 1.b, 1.c, 2.a, 2.b, 2.c, 2.d, 3.a, 3.b, 3.c, 3.d

Overview

Understanding and reviewing how to communicate mathematical ideas is at the core of this lesson. The

lesson emphasizes that mathematics is a language and the goal is to make students fluent in the use of

this language. The opening activity asks students to connect math vocabulary words to parts of speech

used in other subject areas. From there, students recall what they already know about the terms. Students

will consider their pre-existing knowledge of the vocabulary words, variable, expression, equation, and

inequality, and construct a definition with a partner. Students will extend and solidify their understanding

of the words and their usage by working with groups to connect the words to parts of speech, and create

examples, non-examples, and word problems. By the end of the lesson, students should understand how

the words are used and be able to compare the terms by explaining similarities and differences.

Page 1 of 5

Essential Question

Students will refine their understanding of the terms variable, numeric vs. algebraic expression, equation,

and inequality. Students will be able to:

• Define the terms variable, numeric expression, algebraic expression, equation, and inequality.

• Give examples and non-examples.

• Be able to compare and contrast the terms.

• Be able to create and understand real-world problems containing the terms.

Assessment

• Word-sort activity

• Graphic-organizer activity (Glogster)

• Exit tickets

Resources

• http://www.schoolhouserock.tv/ (nouns, verbs, adjectives, conjunctions)

• http://www.funbrain.com/grammar/index.html (Grammar Gorillas, Parts of Speech definitions

and game)

• http://websites.pdesas.org/jmratka/2009/12/3/904/file.aspx

• http://websites.pdesas.org/jmratka/2009/12/3/900/file.aspx

• http://www.funbrain.com/grammar/index.html

• http://websites.pdesas.org/jmratka/2009/12/3/901/file.aspx

• http://websites.pdesas.org/jmratka/2009/12/3/902/file.aspx

Instructional Plan - Preparation

Page 2 of 5

Word –Sort Activity

Begin the lesson with a warm-up Word-Sort Activity. To do this, instruct students to work in small

groups and classify words. Have the students access their www.bubbl.us account and find the Word

Sort Activity under the collaborate tab.

Instruct students to use the following resources if they are having difficulty sorting the words

correctly:

definitions and a game.

• VERBS (examples: solve, divide, add, etc.)

• ADJECTIVES (examples: large, symmetric, obtuse, etc.)

• CONJUNCTIONS: (examples: or, and, either, etc.)

“In your groups, sort the words in tan into the categories nouns, verbs, adjectives and

conjunctions.”

Walk around the room observing the groups. Take no more than three to four minutes. Review what

the category titles mean if necessary. Discuss student difficulties and results briefly.

Management

Walk around the room observing the groups. Take no more than three to four minutes. Review what the

category titles mean if necessary. Discuss student difficulties and results briefly.

Page 3 of 5

“Today we will deepen your understanding of the algebra vocabulary you have been using for

years. Mathematics is a language. When you learn any language, you begin by learning the words.

First you learn how to say several words, then their definitions. Finally, you put words together to

create sentences. Why do we need to put words together into sentences?”

Students will give answers such as: “to talk,” “to communicate,” “to ask questions,” “to write.”

“We have to use the language of mathematics to communicate effectively, explain, and ask

questions. In mathematics it is not enough to just know how to say, spell, or define a word. A

thorough understanding of a math word’s purpose is essential to using it.”

Think-Pair-Share Activity

“I want you to think about the definition of the word variable, by yourself, no talking.” (Give

students 10 to 15 seconds.)

“Now talk with your partner and come up with a combined definition for variable and one

example.” (Give students 20 to 30 seconds.)

Walk around the room and listen to the discussion. This is an opportunity to pre-assess the level of

student understanding.

When the time is up, call on students randomly (two to three pairs) to share responses. Ask if any other

groups have more to add.

Repeat these Think-Pair-Share steps for the words expression, equation, and inequality.

After the Think-Pair-Share activity, have the pairs of students write a numeric or algebraic expression

for each of the following: on the following Wallwisher link: http://www.wallwisher.com/wall/mnicole

• 17 fewer than t turtles

• Twice the g girls increased by 23

• 9 more than one third of the p pizza slices

To •begin

11this activity,

more than 5 make

times sure that the groups have chart paper and markers. Make sure each group

m minutes

has•a different-colored marker;

n ounces of noodles thatand

tripled waydecreased

you can keep track and assess individual groups’ responses

by 2 ounces

more

• easily.

f feetUse the Four-Square

converted to inches Vocabulary Organizer (8-1-1_Four-Square Vocabulary

Organizer.doc)

• i inches to prepare atoposter

converted yards for each group.

Youthis

Use willopportunity

likely have to

about eight equivalent

compare groups of students, so you

expressions, andwill needkey

discuss to create

wordsatthat

least two specific

indicate

vocabulary-organizer

operations. posters

Also discuss for each

incorrect vocabulary

responses word.

and the Once

reasons theare

they activity begins,

incorrect (Forstudent groups

example: will

subtraction

benot

is rotated to new posters

commutative; every reverse

you cannot few minutes. As you

the order direct

of the groups

terms to rotate, beexpression).

in a subtraction sure that every group

goes to each vocabulary word just once.

“Please go to one vocabulary poster with your marker. With your group, fill in a definition,

example,

E: nonexample,

To begin this activity,and a word

make problem

sure that or example

the groups in words.

have chart On the

paper and border

markers. of the

Make sureposter

each

write how and where the word is used in real life. At my signal your group will move to a

different vocabulary poster. You will eventually be rotated to each of the four vocabulary

words.” (Give students approximately five minutes to work on their vocabulary organizers, adjusting

the time as needed. You can walk around and assess work at this time, making sure all are

participating). Page 4 of 5

Differentiation

When students return to their seats, pass out exit tickets (8-1-1_Lesson 1 Exit Ticket.doc) to evaluate

understanding. For students who complete their exit ticket quickly and correctly, provide the extension

activity below. For those who are struggling, use the small-group suggestion below.

“Now that you have finished recording on the vocabulary organizers for each word, you will

return to your original poster. Your job will be to read what others added, and refine and

summarize each of the four sections of your poster. Be prepared to share the final version with the

class.” (Give groups approximately three minutes; call on at least one group to report their definition for

each vocabulary word.)

Page 5 of 5

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