Algebra-Combining Like Terms by xiaopangnv

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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
terms?
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.
Learning
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,
and expression.

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
60 minutes.

ACTIVITIES      TIME   ACTIONS                                             RATIONALE

Lesson                                                                     ELLs/SIOP
Students will begin class by answering the
Opening/Bell                                                               Component:
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
new concepts.
Simplify each expression using the Distributive     Key vocabulary is
Warmup                                                                     emphasized (e.g.
Property: 1) 4(8n + 2) ; 2) −3(7n + 1) ;
introduced,
3) (7 + 19b) ⋅ −15.                                 written,
repeated, and
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.
Underachieving
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
progress and
Review question today is:                      growth as I strive
to eliminate the
What is the value of 5 + (-12)?                achievement gap.
Students are
preparing to
master the
standards and do
well on the NC
EOG Test.

The teacher will introduce students to the     All
Discuss                                                               Students/Data-
essential questions, the content objectives,   Based Teaching
agenda update    5
and lesson      min.   and language objective for today’s lesson.     (p. 282). All
students are
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
experience. The
Like Terms”.                                   video gives
students
something to look
forward to; and,
all students are
able to easily
and where we are

SIOP Component:
Lesson
Preparation
(p.232). Both the
content
objectives and
language
objective are
clearly defined,
displayed and
reviewed with
students. Content
concepts are
appropriate for
the age and
educational
background level
of students.
Supplementary
materials (e.g.
visuals, graphic
organizers) are
used to a high
degree and
meaningful
activities (writing,
listening, and
speaking)
integrate lesson
concepts.

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
Feature: Key
Vocabulary               lesson…already prepared and placed on the       Vocabulary
Chart                    word wall in the form of a SIOP 4-Corners       (p.232).
Identifying key
Vocabulary Chart: term, coefficient, and        vocabulary is vital
like terms…including the following              to helping ELLs
master both
expression…X – 3 + 6 – 2X. The SIOP 4-          content and the
Corners Vocabulary Chart has been selected      academic language
to demonstrate
for the word wall to take into account that     their knowledge.
18 of the 19 students in the classroom are      The 4-Corners
Vocabulary Chart
ELLs.                                           consists of four
squares labeled
Word, Definition,
Picture, Examples.
Visual Learners
(p. 290).
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
help students
remember and
understand the
lessons’ most
important concepts
and presents the
vocabulary in
context.

ELLs/SIOP
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
Video
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
may comprehend
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
ELLs’ proficiency
examples of the lesson, making sure they      level (e.g. slower
have time to copy down everything from        rate, enunciation,
and simple
the word wall into their notebooks.           sentence structure).
The video must also
use a variety of
techniques to make
concepts clear (e.g.
modeling, visuals,
hands-on activities,
demonstrations,
gestures, and body
language).

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
Power Point
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
Independent
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
doing impromptu
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
understanding.                                 it.

Special Needs
Differentiation—During this initial portion    Learners—IEPs (p.
Differentiation
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
Intervention Team
this year. More
than anything at
this point, I’m
concentrating on
the objective of the
lesson (SWBAT
combine like terms
in order to solve
algebraic
expressions), and
whether or not
each student is
displaying the skills
I’m looking for.

Guided            10
Practice          min.
Low-income and
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
wrong or
prejudiced.
Today’s lesson plan
is a map…an
instructional
strategy and
learning experience
for all my students
that leads them to
master today’s
objective (SWBAT
combine like terms
in order to solve
algebraic
expressions).

SIOP Component:
Strategies; SIOP
Feature:
Scaffolding
Techniques
(p.232).
My approach is “I
do, we do, you do”,
that involves a
student
responsibility for
knowledge and
skills from the
teacher to the
students.

SIOP Component:
Because 18 of 19 students are ELLs, I will    Building
Background; SIOP
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
Learners (p.290).
terms…including the following                 Continuously
referring to the
expression…X – 3 + 6 – 2X.                    SIOP 4-Corners
Vocabulary Chart
allows ELLs to see
the learning
objective
throughout the
lesson.

The Discovery Education video not only        ELLs/SIOP
introduces technology into the classroom      Comprehensible
Input (p.232).
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
processing an
inordinate amount
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
manner.                                       clues.
Visual Learners
(p. 290) and
Auditory
Learners.
The visuals
incorporated into
the lesson…seeing
the word wall
throughout the
lesson from
beginning to end,
and seeing and
hearing the
video…will help
ensure that my ELL
students actually
master today’s
objective.

Students may work in pairs during the CMS     SIOP Component:
Interaction; SIOP
Instructional Web Power Point Presentation    Feature:
for Chapter 2-9 of the textbook (Combining    Grouping
Configurations
Like Terms)…that I will project on to the     (p.232) and
Promethean Board.                             Grouping
dynamics for
differentiated
instruction
(p.298).
Students are seated
in cooperative pairs
on data our math
department uses to
inform instruction.
Generally, I seat
students in pairs so
that one student
who can “give help”
is paired with
another student
who “needs help”.
Independent   10
Practice      min.
During Independent practice, students will    SIOP Component:
Student                                                            Practice and
be instructed to work in cooperative pairs,   Application; SIOP
Activity
and complete a Combining Like Terms            Feature: Apply
content and
worksheet from Kuta Software. I will model     language
1-2 problems from the worksheet on the         knowledge
(p.232)
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-
assisted learning
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
peers. During
of both today’s lesson (Combining Like         Independent
Terms) and Rules of Integers.                  Practice, however, I
eventually expect
students to work
independently and
demonstrate
mastery of
knowledge and
skills on their own.

I will be a very active at this point in the   Special Needs
Learners—IEPs (p.
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);
African-American
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 impromptu
differentiation--
doing as much as I
can to assist those
students who may
be struggling a bit
with the lesson.
10
Closure           min.
Closure will focus on three (3) key elements
Language                 of today’s lesson: The Language Objective,
Objective, Exit
Ticket &                 Exit Ticket, and Homework Assignment.
Homework

Using a Vocabulary Word Map graphic              All Students/SIOP
Language                                                                  Component:
Objective                organizer, students will remain in               Lesson Delivery;
cooperative pairs for today’s Language           SIOP Feature:
Objective. Today’s Language Objective is:        Language
Objective (p.232).
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
planning and
delivering the
lesson’s content
objective, I also
have incorporated a
Language Objective
that supports
students’ language
development. As
with today’s
Content Objective,
the Language
Objective is clearly
and simply stated in
student friendly
language on our
whiteboard. The
Language Objective
is partner work…so
that my ELLs can
practice their
English Language
Development in a
less-threatening
setting.

All
Exit Ticket              Upon completing the Language Objective, I        Students/Collecting
valid assessment
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.

EXIT TICKET
1.
Simplify -2(m + 3).

A.   2m - 6
B.   -2m - 6
C.   2m + 6
D.   -2m + 6

2.
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

4.

Simplify the expression 5g + 5 - 2g + g + 5h.

A.   5h - 4g + 5
B.   5h + 4g + 5
C.   5h + 4g - 5
D.   -5h + 4g + 5

All Students/SIOP
Component:
While students begin the Exit Ticket, I will         Review and
be distributing A/B/C/D index cards for                  Assessment; SIOP
Feature: Review
assessment purposes. For each question on                of key content
the Exit Ticket, for assessment purposes, I              concepts,
feedback, and
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
out of 4 questions
correctly. If I
observe a problem
on the Exit Ticket
with which most
students struggled,
I will incorporate a
similar problem in
tomorrow’s Lesson
Plan for Warmup.

Homework gives
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
classroom.

References

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.

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