You are on page 1of 9

# SIOP LESSON PLAN

## Lesson Title: 7.3 - Simplifying Algebraic Expressions Teacher: Melissa Bibby

Date: April 14, 2017 Duration: 55 minutes
Grade/Class/Subject: 6th Grade Math Unit/Theme: Algebraic Expressions

## Content Area Standards:

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.

## K-12 English Proficiency Standards:

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.

## English Language Development Objectives:

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

## Connections: Activating Prior Knowledge/Building Background/ Previous Learning

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.

## Lesson Sequence/ Meaningful Teaching or Learning Assessment/Next Step Adaptation of

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)

## Beginning of the Warm-Up: Warm-Ups are used to Students who are

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

## Extension/ Closure Discussion of Activity Check answers to If students are

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

## Color coding to better visualize like terms

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

## success with combining like terms and simplifying the expressions.

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 ___________________________________

## Simplifying Algebraic Expressions

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

## Equivalent Expressions NOT Equivalent Equivalent Expressions NOT Equivalent

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

## Equivalent Expressions NOT Equivalent Equivalent Expressions NOT Equivalent

Expressions Expressions