Lesson Plan 1

Grade Level _______8__________ Content_____Math: Algebra_______ Time Frame ____80________

Lesson Overview
Central Focus

Generating, explaining, and justifying the equivalence of symbolic expressions

Standards (Common Core State Standards, or Other Appropriate Standards)

CCSS.MATH.CONTENT.8.EE.C.7.B: Solve linear equations with rational number

coefficients, including equations whose solutions require expanding expressions using the
distributive property and collecting like terms.

CCSS.MATH.CONTENT.HSA.SSE.A.1: Interpret expressions that represent a quantity in

terms of its context.

CCSS.MATH.CONTENT.HSA.SSE.B.3: Choose and produce an equivalent form of an

expression to reveal and explain properties of the quantity represented by the expression.

Objectives/Learning Outcomes (Including Academic and/or Social Emotional Objectives)

To explain how to expand expressions using the distributive property and collecting like terms
To evaluate expressions that represent a quantity in terms of its context
To describe an equivalent form of an expression to reveal and explain properties of the
quantity represented by the expression

Academic Language: Vocabulary Academic Language: Function

Equivalent Expressions Explain

Evaluate
Describe
Assessment of Lesson Objective(s)

Desmos activity serves as a formative assessment to check for student ability to evaluate
expressions that represent a quantity in terms of its context and to describe an equivalent form
of an expression to reveal and explain properties of the quantity represented by the expression

Observation to formatively assess student progress toward objectives

Various opportunities for formative performance feedback as students are working

The Labsheet is a formative assessment to check for student ability to explain how to expand
expressions using the distributive property and collecting like terms, to evaluate expressions
that represent a quantity in terms of its context, and to describe an equivalent form of an
expression to reveal and explain properties of the quantity represented by the expression

Exit slip is a formative assessment to check for student ability to evaluate expressions that
represent a quantity in terms of its context and to describe an equivalent form of an expression
to reveal and explain properties of the quantity represented by the expression

Instructional Materials

Algebra Tiles
Labsheet
Chromebook
Technology

Chromebook
Differentiation/Planned Supports: Modifications and Accommodations

Students with Social-Emotional 504 plans:

- Will be given preferential seating with a friend and will be allowed to do Labsheet in the
hall, if preferred.

Students with 504 plans related to ADHD:

- Will be paired with a peer who is strong at staying on task.
- Will be allowed to move about.

Student with 504 plan due to medical issue:

- If student misses class-time, the student will be given extended time for completion, either
in the next class session, during lunch, or before or after school.

The seating chart for each table and the pairings of students will be intentional so as to
provide opportunities for peer support and to mix diverse learning styles.

The lesson is structured to include multiple modes of representation and to have a variety of
access points, including visuals, expressions, and manipulatives.

The Lawnmower Desmos activity will be given to advanced students who finish early, as it
extends opportunities for understanding and connects to the next lesson’s involvement of the
geometric properties of circles.
 Lesson Procedures
Opening (10 mins)

Unit opener
- Open notebooks for a new cover page, per usual class routine for new units
- Record that the big idea for this unit is understanding equivalent expressions and equations,
and being able to describe how to solve them.
- Last unit showed us that we can use different ways of expressing a quadratic function in
order to more easily get information for different aspects of their graphs.

Hook: Comparative ages & Comparative heights

- Invite two volunteers to come to the front of the room and share their birthdays.
- Ask students “From their birthdays, what can we say?” Make sure students express the age
relationship in several ways.
- Do the same with the students vs. my height.
- Point out how we can say the same thing with different expressions.

Instructional Procedures (Including Formative Assessments)

- Desmos pool border problem with partners (30 mins)

- Frequent pauses between slides for class discussion and sharing
- Both during and after the activity, explore any common mistakes
- Both during and after the activity, explore how equivalence or non-equivalence can be
proved by constructing graphs and tables (can be continued in next activity)

- Labsheet for 1.2 (35 mins)

- Give each table a set of algebra tiles to use as tools for Labsheet
- Students fill out Labsheet individually, but can cooperate and support each other at their
tables

- Extension: Desmos Lawnmower Activity

- For students who finish early this is a challenging bridge to next lesson

Closing (5 mins)

Summary: equivalence of two expressions for a situation

- What does it mean to say that two expressions are equivalent?
- How can you determine if two or more expressions are equivalent?

Complete Exit Slip

 Lesson Plan 2

Grade Level _______8__________ Content_____Math: Algebra_______ Time Frame ____80________

Lesson Overview
Central Focus

Generating, explaining, and justifying the equivalence of symbolic expressions

Standards (Common Core State Standards, or Other Appropriate Standards)

CCSS.MATH.CONTENT.HSA.SSE.A.1: Interpret expressions that represent a quantity in

terms of its context.

CCSS.MATH.CONTENT.HSA.SSE.B.3: Choose and produce an equivalent form of an

expression to reveal and explain properties of the quantity represented by the expression.

Objectives/Learning Outcomes (Including Academic and/or Social Emotional Objectives)

To explain expressions that represent a quantity in terms of its context

To describe an equivalent form of an expression to reveal and explain properties of the
quantity represented by the expression

Academic Language: Vocabulary Academic Language: Function

No new vocabulary Explain

Describe

Assessment of Lesson Objective(s)

Circle refresher is a formative assessment of the student’s prior knowledge

Observation of work on the Labsheet serves as a formative assessment of student ability to

describe an equivalent form of an expression to reveal and explain properties of the quantity
represented by the expression

The exit slip is a formative assessment of a student’s ability to explain expressions that
represent a quantity in terms of its context

Pool project is a formative assessment of a student’s ability to explain expressions that

represent a quantity in terms of its context and to describe an equivalent form of an expression
to reveal and explain properties of the quantity represented by the expression

Instructional Materials

Circle refresher sheet

Shape cutout sheet
1.3 Labsheet
Exit slip
Technology

Promethean Board
Differentiation/Planned Supports: Modifications and Accommodations

Students with Social-Emotional 504 plans:

- Will be given preferential seating with a friend and will be allowed to do the Labsheet and/
or pool project in the hall, if preferred.

Students with 504 plans related to ADHD:

- Will be seated with a peer who is strong at staying on task.
- Will be allowed to move about.

Student with 504 plan due to medical issue:

- If student misses class-time, the student will be given extended time for completion, either
in the next class session, during lunch, or before or after school.

Who sits at each table will be intentional so as to provide opportunities for peer support and to
mix diverse learning styles.

The lesson is structured to include multiple modes of representation and to have a variety of
access points, including visuals, expressions, and manipulatives. Students can create more and
less complicated pool designs.

Lesson Procedures
Opening (10 mins)

Students will do a warmup with a refresher sheet concerning circumference and area of circles
to activate prior knowledge.
- Go over any questions or thoughts

Students will watch an animated video that launches the problem.

- Video will be projected on the Promethean Board

Instructional Procedures (Including Formative Assessments)

Part 1: (30 mins)

Students will complete the Labsheet for 1.3
- Students will each fill out a sheet, but they will be encouraged to collaborate with and
support each other.
- Teacher observation and engagement will be used to assess formatively and to support.

Part 2: (35 mins)

Students will each design a pool.
- Students will cut out pieces from the Pool cutout sheet and draw/model/trace shapes in their
notebook or on other paper.
- Students will label their pools with properties and write equivalent expressions to represent
area.

Closing (5 mins)

Summary:
- Compare some pools (pulling from their work, different ways to show same area)

Complete exit slip

 Lesson Plan 3

Grade Level _______8__________ Content_____Math: Algebra_______ Time Frame ____80________

Lesson Overview
Central Focus

Generating, explaining, and justifying the equivalence of symbolic expressions

Standards (Common Core State Standards, or Other Appropriate Standards)

CCSS.MATH.CONTENT.8.EE.C.7.B: Solve linear equations with rational number

coefficients, including equations whose solutions require expanding expressions using the
distributive property and collecting like terms.

CCSS.MATH.CONTENT.HSA.SSE.A.1: Interpret expressions that represent a quantity in

terms of its context.

CCSS.MATH.CONTENT.HSA.SSE.B.3: Choose and produce an equivalent form of an

expression to reveal and explain properties of the quantity represented by the expression.

Objectives/Learning Outcomes (Including Academic and/or Social Emotional Objectives)

To explain how to expand expressions using the distributive property and collecting like terms
To explain expressions that represent a quantity in terms of its context
To describe an equivalent form of an expression to reveal and explain properties of the
quantity represented by the expression
Academic Language: Vocabulary Academic Language: Function

Commutative property of addition Explain

Commutative property of multiplication Describe
expanded form
factored form
Assessment of Lesson Objective(s)

Various opportunities for formative performance feedback as students are working.

Observation and interaction will be used to formatively assess students’ abilities to explain
how to expand expressions using the distributive property and collecting like terms,
explain the equivalence of two expressions represented algebraically, and to describe an
equivalent form of an expression to reveal and explain properties of the quantity represented
by the expression

Exit slip is a formative assessment to check for student ability to explain how to rewrite
expressions using the distributive property and the commutative properties of addition and
multiplication and to describe an equivalent form of an expression to reveal and explain
properties of the quantity represented by the expression.
Instructional Materials

Amazing Race Level slips in envelopes

Exit slip
Technology

iPad
Apple pencil
Promethean board
Chromebooks
Differentiation/Planned Supports: Modifications and Accommodations

Students with Social-Emotional 504 plans:

- Will be given preferential seating and put in a group with a friend. Group will be allowed to
do the Race Levels in the hall. If finished early, student may do Challenge or finish project
in the hall.

Students with 504 plans related to ADHD:

- Will be seated with a peer who is strong at staying on task.
- Will be placed in a group with peers who are strong at staying on task.
- Will be allowed to move about.

Student with 504 plan due to medical issue:

- If student misses class-time, the student will be given extended time for completion, either
in the next class session, during lunch, or before or after school.

Who sits at each table and is in each group will be intentional so as to provide opportunities
for peer support and to mix diverse learning styles.

The lesson is structured to include multiple modes of representation and to have a variety of
access points, including visuals and expressions.

Lesson Procedures
Opening (10 mins)

Youtube video: MADtv, “Video for combining like terms”

- https://www.youtube.com/watch?v=US95J1g6iY4
- combining like terms and equivalence moments

Connect to previous learning

- Review equations from pools made of rectangles and semicircles
- Use iPad connected to Promethean board to have a student draw a rectangular pool. Pool
will be divided into shallow end and deep end. Then will add a lane for doing laps.
- Have students discuss area of this pool and draw connection to quadratic functions and
factored and expanded forms.
Instructional Procedures (Including Formative Assessments)

Reintroduce Amazing Race Protocol

- Restate that it’s not really a “race,” but more of a “run around the room and work in teams.”

Students work with groups at their own pace (60 mins)

Level 6 will be collected as an exit slip

- Race will be stopped at around 12:30 to give exit slip to any groups that are still working.

Early Finishers:
- Can work on their Equivalent Expression Pool Poster
- Lawnmower Desmos activity
Closing (10 mins)

Complete exit slip

Summary:
- Ask for student thoughts and experiences with the Amazing Race
- Go over any common observed mistakes