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Date: April 14, 2017 Duration: 55 minutes

Grade/Class/Subject: 6th Grade Math Unit/Theme: Algebraic Expressions

6.EE.3 - Apply the properties of operations to generate equivalent expressions.

6.EE.4 - Identify when two expressions are equivalent.

6.EE.6 - Use variables when solving a real-world or mathematical problem.

L.1.2.a Follow simple three or four step oral directions to complete a classroom task.

L.4 Identify meaning of vocabulary in the content areas.

S.4 Use English to interact in the classroom.

R.3 Build vocabulary to develop concepts

Content Objectives:

Students will understand the concept of equivalent expressions by rewriting algebraic expressions to

determine if they are equivalent.

Students will identify two expressions that are equivalent by rewriting them into different forms.

Students will use variables to solve a real world problem.

I can follow oral directions to complete an activity.

I can understand key vocabulary by listening to teachers and other students.

I can use key vocabulary to correctly set up a problem.

I can complete math problems through asking questions.

Materials:

Paper

Dice

Student Worksheet (following this lesson plan)

Variable Cards (following this lesson plan)

Exit Ticket (following this lesson plan)

Supplementary Materials:

Re-Teach (7.3)

Key Vocabulary:

Simplify

Coefficient

Like Terms

Equivalent Expressions

Using bar models to show the four mathematical operations.

Finding common factors and the greatest common factor of two numbers.

Making meaning of mathematical terms that correspond with the four mathematical operations.

Objectives Activities Planning Content

Addressed (e.g., teaching strategies, interaction (e.g., Assessing student (e.g., modifying

strategies, student practice/application learning results based on teaching

strategies, etc., including materials both content and activities/sequences

used) language objectives, /content based on

designing next step students ELD level,

teaching) including

differentiating

teaching/learning

materials)

Lesson activate prior struggling to do the

Content Objectives: 1. How m any terms are there in knowledge, review third question will

Language the

e xpression 5a 3b + 4 vocabulary, and get be guided onto

2. What i s the coefficient of the students ready for math how to visually

Objectives:

class each day. They mark like terms

variable x in the expression

are collected on Fridays (taught in class the

11y + 9x

and graded. When last two days).

3. Simplify the following grading, I determine if

expression by combining like there are groups of Vocabulary review

terms: 7x + 6 2x + 4 students who need to (from word wall or

have interventions the note packet) may

following week. be necessary to

assist students

with the first two

questions

regarding

vocabulary.

Main Teaching Grouping of Like Terms Physical Teacher will rotate Reteach (7.3)

Section Activity around room during both

Content Objectives: Interaction Find your Match activities to determine if

Language students are needing

extra help. Some groups

Objectives: On a piece of paper, students

will need more help with

will write an a, b, c, or a

the subtraction/negative

number. If students wrote a problems, so the teacher

letter, they will also be will check back with

instructed to write a them often and help

coefficient in front of it. them to better

Students will be asked to find understand these

others who choose the same problems with a more

letter (or a number). Once in a hands-on approach or a

concrete real-world

group with all others like

examples (owing

them, students will need to

someone money is a

combine all of their terms by great way to think about

adding the coefficients. negatives/subtraction).

Partner Activity

Hands-On Card Sort If groups of

Students will be given a bag students are

of variable cards. There will struggling, they

be a mix of numbers (addition can be guided to

and subtraction) and a mix of do color coding to

variables and constants. reinforce what like

Students will roll two dice to terms are and how

determine the number of to identify them.

cards they pick out of the bag.

Pick the designated number

of cards and sort them into

like terms using the desk

surface to organize the

different piles.

Combine the like terms to

determine the final coefficient

for each variable.

Use the student worksheet to

record answers.

Content Objectives: determine who needs to struggling, they

Language Objectives Sort as individual assessment. go to an intervention can be guided to

Five expressions...sort as equivalent group for the lesson the do color coding to

or not equivalent. following day. reinforce what like

terms are and how

x + x + 3x and 2x + 3x to identify them.

2x + 3 and 3 + 2x

5x + 4x 3x and 3x x + 3x

15 + 4x 10 x and 5 + 5x

a + b + 1 and b + a + 1

Manipulatives to solve addition/subtraction of like terms

Bar models or pictures to see the process of combining like terms to simplify.

SIOP Lesson Plan Reflection

What went well with the lesson: Overall, I think that this lesson went as planned. From my

observations while walking through the room, students were doing a great job with both the

content and the language objectives for the day. From observations, most students are showing

SIOP Strategies: I used a lot of interaction strategies for the lesson. I do think that I could have

included more strategies that required collaboration and then a whole group

reflection/discussion.

Student interactions: For the most part, students did stay on task and work with their table

partner on the activity. The lesson took place during 6th hour on a Friday, so naturally the

students had a harder time staying focused as opposed to another day/time. I heard a lot of

good conversations between students and I noticed that when a student was struggling their

partner did make a good effort to help them or to explain in a different way.

Teacher-Student Interactions: When helping students, I focused on using the correct vocabulary

and asking open-ended questions. Personally, this is something that I am really working on

throughout all of my lessons. When asking open-ended questions during this lesson, I found

that students were able to arrive at the answer themselves, gaining confidence about the skills

we are practicing.

What I would change: Like most lessons, I wish I had more time. I would have liked to spend

more time discussing patterns, challenges, and reflections from both of the main activities for

the day. Because I taught this lesson in a class period earlier the same day, I was able to reflect

on the time spent in each activity and change a few parts of the lesson before teaching the

recorded lesson. I also wish that I would have included some sort of a writing activity. I focused

a lot on collaboration and interaction, but wish that writing also found its way into the lesson.

Names: __________________________________ and ___________________________________

List the cards you draw here: Write the simplified expression here:

+ y + 2y + 5y

+ x + 2x + 3x

+ 1 + 2 + 3

+ 1 + 2 + 3

- y - 2y - 3y

- x - 2x - 3x

+ 4 + 5 + 6

- 1 - 2 - 3

+ w + 2w + 3w

-w - 2w - 3w

Sort each of the five expressions below into the chart Sort each of the five expressions below into the chart

given given

x + x + 3x and 2x + 3x x + x + 3x and 2x + 3x

2x + 3 and 3 + 2x 2x + 3 and 3 + 2x

5x + 4x 3x and 3x x + 3x 5x + 4x 3x and 3x x + 3x

15 + 4x 10 x and 5 + 5x 15 + 4x 10 x and 5 + 5x

a + b + 1 and b + a + 1 a + b + 1 and b + a + 1

Expressions Expressions

Sort each of the five expressions below into the chart Sort each of the five expressions below into the chart

given given

x + x + 3x and 2x + 3x x + x + 3x and 2x + 3x

2x + 3 and 3 + 2x 2x + 3 and 3 + 2x

5x + 4x 3x and 3x x + 3x 5x + 4x 3x and 3x x + 3x

15 + 4x 10 x and 5 + 5x 15 + 4x 10 x and 5 + 5x

a + b + 1 and b + a + 1 a + b + 1 and b + a + 1

Expressions Expressions

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