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)

Title of Unit Algebra: You get to solve puzzles! Grade Level Secondary Cycle 1, Year 1

Subject Mathematics Time Frame 5 lessons & 60 minutes

Unit #: 1

Stage 1 – Desired Results

Established Goals: What relevant goals (e.g. PLO’s, content standards, course or program Relevance: How is this learning relevant to students? Why should they care?

objectives, learning outcomes) will this lesson address?

By the end of the unit, students will be able to: This learning is relevant to students because we use frequently algebra in

Understand different mathematical terms related to algebra our daily lives. It is used for calculating sale prices, when we need to

double the ingredients for recipes, and when we need to figure out how

Know the difference between equality and equation

much paint we need to paint the walls of a room. Algebra takes a big role

Know how to manipulate algebraic expressions in our lives and helps us make the right decisions.

Know how to solve first-degree equation with one unknown

**QEP Mathematics Competencies:
**

1. Solves a situational problem

2. Uses a mathematical reasoning

3. Communicates by using a mathematical language

Students will understand that… What are the big ideas? What specific understandings Essential Questions: What provocative questions will foster inquiry, understanding, and transfer

(explanation, interpretation, application, perspective, self-knowledge, empathy) about the big ideas are of learning?

desired? What misunderstandings are predictable?

**The essential questions used will be:
**

Students will understand that to figure out the one missing piece, they How does algebra influence your life?

only need one equation. To do so, I want them to learn that whatever they

Why is it important to simplify expressions?

do to one side of the equation, they must do it to the other side to keep the

balance and learn how to manipulate algebraic expressions. What is the purpose of using the inverse operations when solving

an equation and why is it important to do these operations on

Students may have difficulties matching the definitions with the correct both sides of the equations?

vocabularies that they newly learned. As well, there is the possibility that

they may forget to do operations on both sides of the equation when

solving a problem.

Student will know… What key knowledge and skills will student acquire as a result of this unit? Students will be able to… What should they eventually be able to do as a result of such

(e.g. vocabulary, terminology, definitions, key factual information, critical details, important events or people, knowledge and skill? (e.g. basic skills, communication skills, thinking skills, research, inquiry, investigation,

sequence and timelines) study skills, interpersonal or group skills)

Students will know how to solve first-degree equation with one unknown 1. Simplify and manipulate algebraic expressions by using addition,

as well as validating their solution by substitution. Furthermore, they will subtraction, multiplication, and division

know the definitions related to algebra (variable, coefficient, degree, 2. Apply inverse operations on both sides of the equations

term, like term, equality, and equation), its uses, and where algebra can be 3. Choose the most appropriate method (trial and error, drawings,

found in the world. etc.) to solve an equation

4. Communicate how these concepts are used and relevant in real

life settings

Cross Curricular Competencies: How does the intended learning Broad Areas of Learning: How does the intended learning promote Health and well-being,

promote the intellectual, methodological, personal & social and communication related personal and career planning, Environmental Awareness and Consumer Rights and

competencies? Responsibilities, Media Literacy, or Citizenship and Community Life?

**CCC1 Uses information The unit addresses the Environmental Awareness and Consumer Rights
**

Students will need to gather information given in the and Responsibilities. More specifically, for the environmental awareness

problem to simplify the equations. aspect, students will be discussing how many trees are cut down to make

papers, and for the consumer rights and responsibilities aspect, students

CCC 2 Solves problems will be discussing how much money they can save for items that are on

The problems will gradually increase in difficulty and sale and how much they will need to spend to paint their rooms.

students will need to choose the most appropriate

methods to solve these problems.

**CCC 4 Uses creativity
**

Students will use their creativities to connect the problems

to something that is relevant in their lives.

**CCC 5 Adopts effective work methods
**

Students will adopt effective work methods to ensure that

their tasks are being completed efficiently and accurately.

**CCC 8 Cooperates with others & CCC 9 Communicates
**

appropriately

Students will be able to work with their peers and

communicate appropriately to consider multiple

perspectives and gather ideas to complete difficult tasks.

Universal Design for Learning: How will you present information and content in different Further considerations: Multiliteracies, Higher

ways? How will you differentiate the ways that students can express what they know? How will you stimulate

interest and motivation for learning?

Order Thinking, Technology…

The content will be presented in two different forms. Game and pair work Higher order thinking is taken into consideration with this

will be incorporated to engage students in learning algebra. I will unit. Rather than memorizing, I want students to apply

differentiate the ways students can express what they know by asking and use their knowledge when solving and creating their

questions to the students during the game and providing written question own problems. Allowing students to create their own

on the board at the end so that they have the opportunity to visually see problems is a way to make algebra fun and more

the problem, think, and answer it. Having an interactive game with prizes engaging for the students. Since creating a problem

will be an exciting way to stimulate interest and motivation for learning. requires critical thinking, knowing their answer, and

Also, the pair work will be used throughout the unit so that the students checking their work, it goes beyond the rote

can work collaboratively and ask each other questions for things that are memorization and students will be able to connect

unclear. I will be walking around to see their understandings and provide algebra with their interests.

help and guiding questions if needed.

**Stage 2 – Assessment Evidence
**

Performance Tasks: Through what authentic performance tasks will students demonstrate the Other Evidence: Through what other evidence (e.g. quizzes, tests, academic prompts, observations,

desired understandings? By what criteria will performance of understanding be judged? How will students homework, journals) will students demonstrate achievement of the desired results? How will students receive

receive feedback from which to base improvement? feedback regarding these?

The performance tasks that students will participate in to demonstrate Students will be able to demonstrate achievement of the desired results

their understanding will be answering questions during the lessons, by completing the worksheets that are distributed during the lessons,

participating in the activity, working in pairs, and completing worksheets participating in the class discussions, and finding examples in our daily

that are distributed during class. Students’ understanding will be judged lives that are relevant to algebra. They will receive feedbacks from peers

based on their initial thought process, reasoning, and answers throughout and the teacher throughout the discussions and teacher’s written

the unit. Students will receive verbal feedback during the activity and feedbacks on the worksheets.

written feedback on the worksheets. These feedbacks will be based on

clarity, correctness, and their thought procedures that they used to solve a

problem and these feedbacks will help them improve their problem-

solving skills and understanding of algebra.

**FORMATIVE - Assessment FOR learning FORMATIVE - Assessment AS learning: What SUMMATIVE - Assessment OF learning: What
**

How will you use assessment to promote learning? How will you show opportunities will you provide for reflection and self-assessment to help tools and task will you use to provide evidence of achievement for

students their strengths and suggests how they can develop further? students develop, practise, and become comfortable with critical reporting?

analysis of their own learning?

**I will use assessment to promote learning by The tools and tasks that will be used to provide
**

evaluating their performances during the class Students will be provided the opportunity for evidence of achievement for reporting is their

discussions, activity, and on their worksheets. reflection and self-assessment to help with their demonstrated knowledge on the completed

This will promote multiple ways of learning for understanding by participating in class worksheets, problems that were created by the

students and multiple ways of assessing the discussions and activity, and discussing any them, and the number of correct answers that

students for the teacher. I will also show questions or ideas that arise with their peers. they provided during the class discussion and

students their strengths and suggestions for Also, students will be creating their own the activity. Their reasoning and rationale will

problems and receiving feedback from their

improvement by providing feedbacks and partner to make sure that they are on the right be evidences of achievement as well.

suggesting videos, books, and online resources, track. Furthermore, they will have a chance to

which provide alternative explanations of the work with a pair when completing a worksheet

definitions and concepts, and more complex to discuss the problems and share their

problems for them to attempt. knowledge, and once they become comfortable,

they will work alone to develop and practice

their own learning.

**Stage 3 – Learning Plan
**

Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the

unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you

cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their

growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness

of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement

and achievement of ALL students

Learning Focus: Key ideas: Assessment:

**Introduction (10 minutes): By observing students’
**

Day 1 Begin the class by asking the class if they like to solve answers to the questions

Introduction to Algebra: puzzles that I ask during the class

Algebra = Puzzles! State the learning objective and by circulating the class

Give the definition of algebra with an example during the second activity, I

Explain why algebra questions are like puzzles will be able to know

whether students

Brief history about algebra understand the new terms

that are introduced or not.

Ask if they think algebra is relevant in our daily lives

Activity 1 (15 minutes):

Explain key vocabularies with an example: 2x+1=3

**o Variable, coefficient, constant, degree, term, like
**

terms, expression, and equation

Explain why we use a letter for the unknown

** Come up with 3 different examples (gradual increase
**

in difficulty) and ask the class to tell me where the

variable, coefficient, and constant are, what degree

the example has, and whether the example has any

like terms or not

Activity 2 (15 minutes):

Separate class into groups of 2 and tell them to come

up with 5 different examples of algebraic equations

and/or expressions

In their examples, tell them to figure out

o Where the variable, coefficient, and constant

are

o Whether the example is an equation or an

expression

o Number of terms in the equations and/or

equations

o Whether the equations and/or expressions have

any like terms or not

Tell them to keep the answers on the separate piece

of paper

Switch their examples with another pair’s and indicate

o Where the variable, coefficient, and constant

are

o Whether the example is an equation or an

expression

o Number of terms in the equations and/or

equations

o Whether the equations and/or expressions have

any like terms or not

Once done, switch the examples again and mark their

answers

Discuss any answers that were incorrect

Activity 3 (10 minutes):

Show the video: https://www.youtube.com/watch?

v=FJ8tprGELds

** Ask the class if they think algebra is relevant and
**

useful in our daily lives now after watching the video

** Ask them if they can think of a real world example of
**

algebra and share it with a class

Conclusion (10 minutes):

Ask if they have any questions

Instead of using boring x’s and y’s for the unknown

variables, ask them which objects or letters they

would rather use in algebraic equations

Conclude the class by stating how algebra is found in

so many areas of life and that all of math, even the

ones that look like the examples discussed in this

lesson, is hidden in the world somewhere

Learning Focus: Key ideas: Assessment:

**From this day’s lesson and on, students will be learning how Provide approximately 5
**

Day 2 to solve algebraic equations step by step. They will begin by examples for the students

How to manipulate learning how to manipulate algebraic expressions. To to work as a pair to discuss

algebraic expressions: provide multiple representations of the lesson, I will be and gather ideas and

Keep the Balance! showing the video: https://www.youtube.com/watch? information, and provide 5

v=l3XzepN03KQ to capture their interest and attention. This more examples so that the

video gives an excellent introduction to the steps of solving students have a chance to

algebra problems and why it is important to keep the practice on their own. I will

equations in balance. Students will build on their knowledge be circulating in the

of arithmetic and apply it to algebra. classroom to see if

students are having any

troubles, and ask guiding

questions to students who

are having difficulties and

more advanced questions

to students who are finding

the examples too easy.

Learning Focus: Key ideas: Assessment:

**By now, students have a good understanding of how to The worksheets that are
**

Day 3 manipulate algebraic equations and the purpose of keeping distributed during the class

Solving first-degree the equations in balance. They will now learn how to solve will be collected and

equations with one first-degree equations with one unknown. This video: graded for the next lesson.

unknown https://www.youtube.com/watch?v=NybHckSEQBI will help This will allow me to see if

them understand the steps of solving an algebraic students understood the

equations using the manipulation that they learned during concepts, and students will

the last lesson. It is very important to emphasize that they be able to receive written

only need one equation to solve for one unknown variable. feedbacks.

Worksheets will be provided during the last 20 minutes of

the lesson. Students will work in a group of 3 to help each

other and practice their skills. Worksheets will be collected

for me to grade (not for marks, but to give feedbacks), but

they must be handed in individually.

**Worksheet is found here:
**

http://www.mathsisfun.com/worksheets/print.php?

w=11154&ID=20064

Learning Focus: Key ideas: Assessment:

**Students are now able to solve fist-degree equations with By leading the class
**

Day 4 one unknown. To increase the difficulty, students are now discussion, I will be able to

Solving word problems introduced to simple word problems. I will solve 2-3 observe and comment on

using first-degree examples to give students an idea at first, and more students’ thought

equations with one examples will be given so that we can have a class processes. Students will

unknown discussion and solve the problems together. This way, need to engage deeply with

students are not overwhelmed by the difficult problems and the materials that they

have a chance to observe other students’ ideas. Also, I will learned in previous lessons.

be providing tips and guidance for solving word problems.

**Learning Focus: Key ideas: Assessment:
**

Introduction (5 minutes):

State the learning objective The first activity allows me

Day 5 Revisit the definitions to see if students are

Applying algebra to a Ask if they had any questions from the previous having any difficulties, and

real life examples & classes or things that were unclear if so, where they are having

Review troubles. The second

Activity 1 (15 minutes): activity allows me to assess

Review solving first-degree equations the students based on their

thought processes

Revisit the problems that students had the most (information gathering,

difficulty with deciding which method is

the most effective and

Revisit the common mistakes students made accurate, planning their

work, making adjustments

Ask them to share where they made mistakes when necessary, and

checking if their response is

o By verbally saying it out loud, students become accurate).

aware of their own and others’ mistakes

Activity 2 (35 minutes):

Put students in a group of 4 and tell them to come up

with their own word problem that interest them

Once they came up with a problem, tell them to bring

it to me so that I can check if the problem makes

sense and is on the right track. I will provide

suggestions if needed and make sure that the level of

difficulty is similar among all problems

After checking their problem with me, tell them to

write the problem in a form of a cartoon

o Use colours and be creative.

Ask them to switch their problems with other group

and solve theirs

There will be two prizes given:

o One prize will be awarded to a group for being

the most creative

o And the other prize will be given to the group

that solved a problem accurately in a shortest

period of time

Conclusion (5 minutes):

Ask if they like algebra and if they think algebra is

useful

Show brief examples of advanced algebra that they

will be learning later

Tell them which kinds of careers are available which

uses algebra, as well as other math concepts

Conclude by showing the video:

https://www.youtube.com/watch?v=pBYwrwJAWTw

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