LESSON PLANS

Day #: Math Content Standard(s):

1
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
# of expression.
minutes
: Math Practice Standard(s):
48
CCSS.MATH.PRACTICE.MP7: Look for and make use of structure.

CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically.

ELD standard(s):

P1.A1: Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics

P1.A2: Interacting with others in written English in various communicative forms

(print, communicative technology and multimedia)

P1.C12: Selecting and applying varied and precise vocabulary and other language
resources to effectively convey ideas

Focal concept/idea: Title of Lesson:

Factored Form to Standard Form
An expression in Standard Form and
Factored Form are equivalent Learning environment:
expressions.
Synchronous Hybrid
Focal language function:.
Agenda:
● Analyze
● Warm Up:
Learning Objective(s): - Binomial Multiplication Review

● Students will make connections ● Shapes Activity!

between Standard Form and - Working in groups
Factored Form expressions though
class discussion ● JamBoard
- Closing thoughts and takeaways

Activity and classroom talk description Informal/Formative Language Demand

Assessment Supportsb
Into (10 min) Support of Discourse
The teacher gives students a link to the (Into):
PairDeck -- Factored Form to Standard •Visual and spoken
Form Activity Agenda
Students will use the PearDeck to solve a
problem. The problem will ask them to use •Visual of warm up with
any necessary notes to help them multiply written and spoken
polynomials. Students will complete a directions
problem involving multiplying a pair of
binomials. - “Give me a green •Students sharing their
Students are expected to use the check mark if you’re work with the group
Distributive Property and polynomial done”
arithmetic.(P1.C12) (Informal •Students sharing what
Assessment) they notice
The Teacher will check if everyone is done.
The teacher will ask for volunteers to share - “Can you walk us •Students writing in their
out their warm up. through what you notebooks
did?
Students will share responses with the (Informal •Inquiry based instruction
class and explain the steps they Assessment)
took.(P1.A1, P1.C12) - “Do you all notice •Writing in the chat
Teacher documents student responses. any patterns, or
similarities in these •Asking students to explain
The teacher will ask about meaningful problems?”
observations students may have made - ”What have you •Open-ended questions
about the problem. noticed about the
Students will share that they noticed the start and end of
starting expression is in Factored Form and each problem?” Support of Syntax
the answers are in Standard Form.(P1.A1, (Informal (Into):
P1.A2, P1.C12) Assessment)
•Symbols to show
- “What would relationships
happen if I wanted
to go backwards?
The teacher poses an important question to How would I change Support of Vocabulary
start the main lesson and writes it in the a Standard Form to (Into):
chat. a Factored Form?”
Meanwhile, students are instructed to write (Informal •Model spoken and written
both terms and draw an arrow pointing from Assessment) vocabulary (esp.
Standard Form to Factored Form. expression, Standard
Form, Factored Form,
- “Take 30 seconds Distributive Property,
to think and write multiply, multiplication)
your answers in the
chat.” •Highlight written
Students are asked to brainstorm ideas (Informal vocabulary words
about how they can begin to answer the Assessment)
question. They write their ideas in the chat.
(P1.A2, P1.C12)
The teacher will read and acknowledge “How are we feeling
ideas, asking students to explain their about this? thumbs
reasoning. up or thumbs
down?”
(Informal
The teacher will conclude the warm up by Assessment)
checking for understanding.

Transition
“It’s great that you’re brainstorming ideas about this. Since you already have skills in distributing,
multiplying and combining those common terms, it’s going to help you think about how to work
backwards, like what does “backwards” mean? We’re going to switch over to an activity so we
can start to explore Standard Form and Factored Form and see the relationship they have with
each other. We’re going to work on the same Peardeck activity so you can stay in the same link.
If you need the link again let me know.”

Through (25 min) Support of Discourse

(Through):
The teacher will go over directions on the - “Who can repeat •Visual and spoken
same PearDeck -- Factored Form to the instructions?” directions of activity
Standard Form Activity (Informal
Assessment) •Inquiry based instruction
The teacher will check for understanding -”Are we clear on
before the students go into breakout rooms. what we’re doing?” •Visual & Graphic
(Informal representations (i.e.
Students are assigned into pairs. Assessment) shapes)
Pairs will be given PearDeck slides with
shapes on a table. They will work together •Working in pairs (CL)
to either factor or multiply the shapes
depending on what’s missing from the •Options to communicate
table. They will use legends provided in the through voice, chat.
slides to show what combinations they can - ”How are we doing
make in order to either factor or multiply. in this group?” •Whole class discussion
(P1.A1, P1.A2, P1.C12) (Informal
The teacher will check in on different Assessment) •Students sharing what
breakout rooms for 15 minutes and then they notice
call students back to the main room.
Support of Vocabulary
- “What do you think (Through):
The teacher will ask how the activity went is the relationship
and things students noticed. Will also ask between Factored •Model spoken vocabulary
questions that inspire students to make Form and Standard (esp.relationship, Factored
connections. Form after doing this Form, Standard Form,
activity?” factor, multiply, table)
(Informal
Assessment) •Highlight and point to
- “Which was easier, written vocabulary
The teacher and students will acknowledge finding the factored (esp.relationship, Factored
responses and build on answers together. squares or the Form, Standard Form,
factor, multiply, table)
 Standard Form
squares?” Support of Syntax
(Informal (Through):
Assessment) •Tables

•Legend

Transition
“So that was a good example of how the two forms go back and forth from each other. Going
forward, we have the knowledge that these forms are equal to each other, so knowing about one
form will help us learn about the other. I hope everyone was able to take away something from
this lesson today ”

Beyond (5 min) Support of Discourse

(Beyond):
The teacher gives students a link to the - “Are we clear on
JamBoard session -- Closing Thoughts Exit these directions?” •Reflection questions
Ticket - Per. 3 - L1 (Informal
The teacher reads the directions and the Assessment) •Written and spoken
prompts aloud. directions
- ”Is anyone not
Students will answer one or both of the clear on these Support of Syntax
prompts by writing in a sticky note: directions?” (Beyond):
(P1.A1,P1.C12) (Informal
Assessment) •Sentence starters
“One takeaway from today is…”
Or
“The most important thing I learned today
was…”

Students must write their name on the

bottom of the sticky note.

Closure “Let’s continue to build on how we can take what we know and apply it to our new
idea. Write this question down for next time:

What do we need to do to go from Standard Form to Factored Form?”