7th Grade Math Lesson Plan
Diverse Groups Addressed in this Lesson Plan: ELLs (the students in this class
come from ten (10) different countries of origin--USA, Mexico, Togo, El Salvador,
Pakistan, Burma, Bhutan, Vietnam, Honduras, and Nepal); Low-Income Learners;
Minority Learners; Underachieving Learners; Visual Learners; Special Needs
Learners; and Auditory Learners.
Activity 7th Grade Mathematics; 60 Minutes; Topic: Unit—Algebra, Topic--
Combining Like Terms
Rationale: Students sometimes wonder if they will ever use Algebra in real-world
situations. Actually, Algebra is much more prevalent than students
believe and is an integral part of the students’ learning experience.
When introducing students to combining like terms, discussions of
real-world situations that involve objects of different types will motivate
students (e.g., buying adult and student tickets for a movie). Discuss
the fact that in real-world situations, objects of the same type can be
combined but different types cannot. For example: “Emilia saved
nickels, dimes, and quarters in a jar. When the jar was full, she
counted the money. She had as many quarters as dimes, but twice
as many nickels as dimes. If the jar had 844 coins, how much money
had she saved?” This lesson provides students with the skills
necessary to solve this, and similar, real-world problems.
Focus 1. What are “like terms”?
Questions: 2. How can you tell the difference between like terms and unlike
3. How do you solve problems with like terms?
4. Why do we use variables in equations?
5. How does knowing the meaning of a variable expression help
you solve word problems?
Intended SWBAT combine like terms in order to solve algebraic expressions.
Outcomes: Because 18 of 19 students are LEP students, in addition to the
content objective, we will also have a Language Objective for today’s
lesson: SWBAT verbally describe and write about the steps needed
to combine like terms in order to solve algebraic expressions.
Prerequisites—Students are expected to know how to evaluate
expressions by method of substitution, how use the Distributive
Property in order to remove parentheses in a mathematical
expression, and how to translate math into words in order to solve real
world problems. For example: To put parts together (Add), To put
equal parts together (Multiply), To find how much more (Subtract), To
separate into equal parts (Divide). Students must also be able to
demonstrate satisfactory addition, subtraction, multiplication, and
division skills without a calculator using the Rules of Integers.
In addition, students must be comfortable using new key vocabulary
recently introduced in this unit: term, simplify, coefficient, variable,
Finally, by the end of today’s lesson, students will be able to:
-combine like terms in order to solve algebraic expressions.
-demonstrate at least 75% mastery on exit ticket questions.
-justify and describe each step of combining like terms after having
completed a Vocabulary Word Map.
Standards: The learning objective is aligned with the North Carolina Standard
Course of Study for Middle School Mathematics (7th Grade).
Competency Goal 5—Algebra.
5.03—Use and evaluate algebraic expressions, linear equations or
inequalities to solve problems.
Materials & Textbook, Promethean Board, Computer, TI-73 graphing calculator,
Equipment: Internet access for Discovery Education video to stimulate student
interest, CMS Instructional Web Power Point Presentation for Guided
Practice, Kuta Software worksheets for Independent Practice, a
graphic organizer (Vocabulary Map) for Closure and Language
Objective, A/B/C/D index cards for assessment purposes, SIOP
Model 4-Corners Vocabulary Chart of “Combining Like Terms” for our
word wall, and Castle Learning questions for the Exit Ticket.
Classroom This lesson is planned for the nineteen (19) students in my 3 rd Block
Demographics: Class. Every student in the class is a LEP student, with the exception
of one African-American student who was recently added to the class
roster because of behavior problems with another math teacher. Nine
(9) students in this class were classified as “at risk” at the beginning of
the school year by our administration…based primarily on prior
inadequate academic achievement and behavior issues. The student
population is as follows: 19 students total, 10 girls, 9 boys, 15
Hispanic, 2 Vietnamese, 1 Somalia, and 1 African-American. Two (2)
students have LEP Accommodations in place—for read-alouds and
extended testing time. There are no students that have a 504 Plan or
IEP in place; however, one (1) student previously had an IEP. One
(1) student has been referred to the Intervention Team; and, one (1)
student may be referred to the Intervention Team--teachers on our
team have observed severe learning disabilities with this student. Six
(6) of the nineteen (19) students passed their Math EOG Test last
year, so thirteen (13) did not. Last year’s Math EOG Test scores
ranged from a low-Level 1 to a mid-Level 3 on the EOG Test last year
for all students. All of the students that did not pass the EOG last
year have PEPs (Personalized Education Plans) in place. Students
are placed in cooperative pairs and quads (groups of 4) based on
personality and whether or not they are lower, moderate, or higher
level-thinking students. I have conducted home-visits with the
students/parents of twelve (12) of the nineteen (19) students. The
relationships that I have developed with the students and their families
have created a positive, nurturing classroom environment. This class
overall has minor behavior problems, and I have not written a referral
to our administration from this class all year. The length of the class is
ACTIVITIES TIME ACTIONS RATIONALE
Students will begin class by answering the
following Warmup…which is a review of Building
Ringer: 10 yesterday’s lesson and will take no longer than Background
Warmup & min. five (5) minutes: (p.232). Links are
Spiral Review explicitly made to
past learning and
Simplify each expression using the Distributive Key vocabulary is
Warmup emphasized (e.g.
Property: 1) 4(8n + 2) ; 2) −3(7n + 1) ;
3) (7 + 19b) ⋅ −15. written,
We will spend no longer than five (5) minutes highlighted for
on Warmup, and this Warmup transitions well students to see).
into today’s lesson. The five (5) minutes of
Warmup allows me enough time to circle the
classroom and check each student’s work.
Also, because we are so close to the EOG Learners/Data-
Spiral Review Test, we will spend at most five (5) minutes on Based Teaching
Spiral Review…giving students one (1) (p. 149/282).
question from a previous unit that connects to Student data is
skills needed for today’s lesson. used from
For example, students must be fluent in the multiple
addition, subtraction, multiplication, and indicators to
division of rational numbers. So, the Spiral evaluate student
Review question today is: growth as I strive
to eliminate the
What is the value of 5 + (-12)? achievement gap.
standards and do
well on the NC
The teacher will introduce students to the All
essential questions, the content objectives, Based Teaching
agenda update 5
and lesson min. and language objective for today’s lesson. (p. 282). All
objectives Also, the teacher will look to engage, notified of the
“hook”, and raise the level of students’ instructional
interest in the lesson by informing students strategies used in
today’s lesson to
they will be viewing a brief video clip on enhance their
Discovery Education entitled “Combining educational
Like Terms”. video gives
something to look
forward to; and,
all students are
able to easily
follow the lesson
and where we are
(p.232). Both the
the age and
used to a high
Introduction of 15
New Material min.
During the initial portion of the lesson, the ELLs/SIOP
Teacher Input Component:
teacher will introduce students to the key Building
1: SIOP 4-
Corners vocabulary associated with this Background; SIOP
Vocabulary lesson…already prepared and placed on the Vocabulary
Chart word wall in the form of a SIOP 4-Corners (p.232).
Vocabulary Chart: term, coefficient, and vocabulary is vital
like terms…including the following to helping ELLs
expression…X – 3 + 6 – 2X. The SIOP 4- content and the
Corners Vocabulary Chart has been selected academic language
for the word wall to take into account that their knowledge.
18 of the 19 students in the classroom are The 4-Corners
ELLs. consists of four
I always introduce
these charts on our
word walls (without
exception, and the
students expect it)
at the initial portion
of the lesson
because the visual
and presents the
Teacher Input Also, the teacher will look to engage, Comprehensible
2: Discovery “hook”, and raise the level of students’ Input (p.232).
Education Because 18 of 19
interest in the lesson by showing a brief students in the
video clip on Discovery Education entitled classroom are ELLs,
the choice of the
“Combining Like Terms”. The teacher will video is important,
pause the video once or twice, at key so that the students
points, to either emphasize key vocabulary key vocabulary
or model/clearly explain examples being introduced in
the video and
presented in the video. At the conclusion during the lesson.
The speech of the
of the video the teacher will guide the video must be
students through the key vocabulary and appropriate for
examples of the lesson, making sure they level (e.g. slower
have time to copy down everything from rate, enunciation,
the word wall into their notebooks. sentence structure).
The video must also
use a variety of
techniques to make
concepts clear (e.g.
gestures, and body
Teacher Input Modeling—After having viewed the All
3: Power Point Discovery Education video to stimulate Students/Data-
Presentation Based Teaching
student interest in the lesson, I will move (p. 282).
on to Lesson Presentation, using the CMS By the time the
Instructional Web Power Point Presentation Presentation is
finished , during the
for Chapter 2-9 of the textbook (Combining Lesson Quiz, and
Like Terms)…projecting it on to the later during
Promethean Board. At the end of the Practice, I’m circling
the classroom and
not just saying, “Are
Power Point Presentation for Chapter 2-9, you doing your
there is a Lesson Quiz. By the time the work? Are you
getting it?” but I’m
Power Point slide show has finished, all checking each
students must take the Lesson Quiz. I will student’s work, and
not assess the quiz; but, this is the first differentiation—
point at which I will look for both evidence doing as much as I
can to make sure
of student mastery and stop and check for students are getting
Differentiation—During this initial portion Learners—IEPs (p.
of the Lesson--Warmup, Spiral Review, 193); Differentiated
instruction (p. 289);
Video Presentation, and Power Point Underachieving
Presentation--I begin to know exactly which Learners (p. 151).
I am paying close
students may get it, and which students attention in
may be struggling and need continued particular to the
one student that
support as they begin to work previously had an
independently. IEP and the other
student that may
referred to the
this year. More
than anything at
this point, I’m
the objective of the
combine like terms
in order to solve
whether or not
each student is
displaying the skills
I’m looking for.
During Guided Practice, I show or model for Minority
Teacher my students what they need to know for students/Identity
Activity & development and
Student today’s lesson. teaching (p.94).
Activity Today’s curriculum
contents are not
Today’s lesson plan
is a map…an
for all my students
that leads them to
combine like terms
in order to solve
My approach is “I
do, we do, you do”,
that involves a
gradual transfer of
skills from the
teacher to the
Because 18 of 19 students are ELLs, I will Building
continuously refer to the word wall… in the Feature: Key
form of a SIOP 4-Corners Vocabulary Chart Vocabulary
(p.232) and Visual
(PID): term, coefficient, and like
terms…including the following Continuously
referring to the
expression…X – 3 + 6 – 2X. SIOP 4-Corners
allows ELLs to see
The Discovery Education video not only ELLs/SIOP
introduces technology into the classroom Comprehensible
and stimulates interest in today’s lesson, My ELL students
but allows students to both see and hear have diverse
abilities, and often
today’s learning objectives. The video will have difficulty
support the different learning styles among of auditory
my ELL student population by presenting information, so
they are really
information and concepts in a multifaceted aided with visual
(p. 290) and
the word wall
beginning to end,
and seeing and
ensure that my ELL
Students may work in pairs during the CMS SIOP Component:
Instructional Web Power Point Presentation Feature:
for Chapter 2-9 of the textbook (Combining Grouping
Like Terms)…that I will project on to the (p.232) and
Promethean Board. Grouping
Students are seated
in cooperative pairs
and quads, based
on data our math
department uses to
Generally, I seat
students in pairs so
that one student
who can “give help”
is paired with
who “needs help”.
During Independent practice, students will SIOP Component:
Student Practice and
be instructed to work in cooperative pairs, Application; SIOP
and complete a Combining Like Terms Feature: Apply
worksheet from Kuta Software. I will model language
1-2 problems from the worksheet on the knowledge
Promethean Board, then students will be Students will be
instructed to complete as many of the 30 given adequate
time to work
problems on the worksheet as possible together, but must
during the next 10 minutes. I anticipate stay on task.
student questions concerning Rules of Underachieving
Integers…which is an objective we’ve Learners-- peer-
struggled with throughout the year. For (152).
example, some of the problems on today’s Students will
worksheet: 1) -6K + 7K 2) N – 10 + 9N – from both the
3 and 3) -4 + 7(1 – 3M) contain elements teacher and their
of both today’s lesson (Combining Like Independent
Terms) and Rules of Integers. Practice, however, I
students to work
skills on their own.
I will be a very active at this point in the Special Needs
lesson…circling the classroom and coaching 193); Differentiated
Instruction (p. 289);
students through the material and checking Underachieving
for understanding…both by drawing on Learners (p. 151);
their preexisting knowledge and presenting Learner (p. 100).
them with key ideas of today’s lesson that During this point in
the lesson, I am
engages them in multiple opportunities to checking for
practice. understanding and
doing as much as I
can to assist those
students who may
be struggling a bit
with the lesson.
Closure will focus on three (3) key elements
Language of today’s lesson: The Language Objective,
Ticket & Exit Ticket, and Homework Assignment.
Using a Vocabulary Word Map graphic All Students/SIOP
Objective organizer, students will remain in Lesson Delivery;
cooperative pairs for today’s Language SIOP Feature:
Objective. Today’s Language Objective is: Language
SWBAT verbally describe and write about Because the class
the steps needed to combine like terms in consists almost
entirely of ELLs,
order to solve algebraic expressions. while carefully
objective, I also
have incorporated a
Objective is clearly
and simply stated in
language on our
is partner work…so
that my ELLs can
Development in a
Exit Ticket Upon completing the Language Objective, I Students/Collecting
will bring students back to whole group for data (p. 282).
My expectation is
today’s Exit Ticket which I will project on to that all students
must answer 3 out
of the 4 questions
the Promethean Board. The four (4) correctly--
questions selected will be either demonstrating at
least 75% mastery.
intermediate or advanced difficulty-level
questions from Castle Learning.
Simplify -2(m + 3).
A. 2m - 6
B. -2m - 6
C. 2m + 6
D. -2m + 6
Combine like terms and simplify 16y + 9 + 4 + 4y.
A. 20y + 12
B. 24y + 8
C. 20y + 13
D. 24 + 8y
3. Simplify the expression: 8xy - (x + 2xy) + 3x
A. -6xy + 3x
B. 6xy + 3x
C. 6xy + 2x
D. 6xy + 2y
Simplify the expression 5g + 5 - 2g + g + 5h.
A. 5h - 4g + 5
B. 5h + 4g + 5
C. 5h + 4g - 5
D. -5h + 4g + 5
While students begin the Exit Ticket, I will Review and
be distributing A/B/C/D index cards for Assessment; SIOP
assessment purposes. For each question on of key content
the Exit Ticket, for assessment purposes, I concepts,
will ask the class in whole group to hold up assessment of
their index card indicating their answer to comprehension
each question. and learning (p.
232). I will know
the lesson was
successful if the
majority of my
students answer 3
out of 4 questions
correctly. If I
observe a problem
on the Exit Ticket
with which most
I will incorporate a
similar problem in
Plan for Warmup.
Homework students the
Lastly during Closure, all students will be opportunity to
reminded of their homework assignment review and practice
what was covered
written clearly on the white board. in class and what
they learned in the
Hutchison, C. (2010). Teaching Diverse Learners. Charlotte, NC: Catawba Publishing.
Echevarria, J., Vogt, M., & Short, D. (2008). Making Content Comprehensible for English Learners: The
SIOP Model. Boston, MA: Pearson.