Lesson Plans

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```					                                          Lesson Plans
Jan. 9 – Jan. 13, 2012
Monday, Tuesday and Thursday is classroom instruction. On Wednesday and Friday we will go
the computer lab in room 145 to work on Mathia (Carnegie) or Compass Learning.

Essential Question: How do we use algebraic expressions to solve real-world problems?
Instructional Strategies:

   Modeling
   Math Journaling
   Reciprocal teaching of procedure (partner or group)

Lesson: Equivalent Expressions

7.EE.1. Apply properties of operations as strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.

7.EE.2. Understand that rewriting an expression in different forms in a problem context
can shed light on the problem and how the quantities in it are related. For example, a +
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”

Monday: Lesson continued from last Thursday

Learning Targets:
 I can use distributive properties to factor expressions.

Vocabulary: factor, common factor and GCF

Flashbacks: 3 distributive property questions

Bell Ringer: Teacher will review the distributive property, factoring and GCF.

Learning Strategies:

   Modeling
   Thinking Strategies
   Kinesthetic Learning Style

1. Teacher will give students 4 minutes to complete flashbacks.
2. Common Assessment #2 retake will be pass back.
3. Teacher will model 4 problems reversing the distributive property by factoring
GCF.
4. Students will work on 5 problems reversing the distributive property by factoring
GCF.
5. Teacher will bring class back together and discuss the problems and answer any
questions.

Exit Slip: Check mastery using problem in Power Point.

Formative Assessment: check flashbacks, observe student work, monitor exit slip, follow up
with a journal entry.

Summative Assessment: District Common Assessment to follow unit.

Modifications: Instructions and problems will be read and paraphrased for any student needing
that assistance. Students requiring more practice or that are moving at a faster pace than the class
will use classroom computers to access Compass Learning and Carnegie Learning.

Lesson: Equivalent Expressions

7.EE.1. Apply properties of operations as strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.
7.EE.2. Understand that rewriting an expression in different forms in a problem context
can shed light on the problem and how the quantities in it are related. For example, a +
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”

Tuesday:

Learning Targets
 I can combine like terms to simplify expressions.

Vocabulary: Like terms

Flashback: 3 questions of factoring out greatest common factor.

Bell Ringer: Teacher will discuss like terms. What are like terms and how can the students
think about like terms in a non-math way? We will then discuss like terms in math terms and
how 3+2 is an addition of like terms.

Learning Strategies:

   Modeling
   Thinking Strategies
   Kinesthetic Learning Style

Activities:

1. Teacher will give students 4 minutes to complete flashbacks.
2. Teacher will model 4 problems combining like terms.
3. Students will solve 5 problems combining like terms.
4. Teacher will bring the class back together and check the student’s problems and answer
any questions.

Exit Slip: Check mastery using problem in Power Point as a real-world application.

Formative Assessment: check flashbacks, observe student work, monitor exit slip, follow up
with a journal entry.

Summative Assessment: District Common Assessment to follow unit

Modifications: Instructions and problems will be read and paraphrased for any student needing
that assistance. Students requiring more practice or that are moving at a faster pace than the class
will use classroom computers to access Compass Learning and Carnegie Learning.

Lesson: Equivalent Expressions

7.EE.1. Apply properties of operations as strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.

7.EE.2. Understand that rewriting an expression in different forms in a problem context
can shed light on the problem and how the quantities in it are related. For example, a +
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”

Thursday:

Learning Targets:

   I can develop an understanding of equality.
   I can use properties of equality to solve equations represented with algebra.

Vocabulary: Equality and inverse operations

Flashbacks: 3 questions of combining like terms

Bell Ringer: We will discuss the properties of equality and what “is equality”. We will discuss
equality in the real-world outside of just a math perspective. We will also briefly discuss inverse
and “what is inverse”.

Learning Strategies:

   Modeling
   Thinking Strategies
   Kinesthetic Learning Style

Activities:

1. Teacher will give students 4 minutes to complete flashbacks.
2. Teacher will discuss properties of equalities.
3. Teacher will lead an pan and balance activity on the Smartboard.
(http://illuminations.nctm.org/activitydetail.aspx?id=33)
4. Teacher will model 2 problems of equality using pan and balance method.
5. Students will practice one problem of equality using pan and balance method.
6. Teacher will bring the class back together and check the student’s problem and answer
any questions.

Exit Slip: Check mastery using problem in Power Point as a real-world application.

Formative Assessment: check flashbacks, observe student work, monitor exit slip, follow up
with a journal entry.

Summative Assessment: District Common Assessment to follow unit.

Modifications: Instructions and problems will be read and paraphrased for any student needing
that assistance. Students requiring more practice or that are moving at a faster pace than the class
will use classroom computers to access Compass Learning and Carnegie Learning.

Lesson: Review worksheet packet

7.EE.1. Apply properties of operations as strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.

7.EE.2. Understand that rewriting an expression in different forms in a problem context
can shed light on the problem and how the quantities in it are related. For example, a +
0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”

Friday:

Learning Targets:

   I can combine like terms to simplify expressions.
   I can evaluate algebraic expressions.

   I can use distributive properties to factor expressions.
Vocabulary:

Flashbacks: 3 questions of combining like terms
1. 24a + 3a – 4b =
2. 19ab – 12ab + 1ab =
3. 16xy + 14xy – 4y =

Bell Ringer: Substitute will pass out worksheet packets.

Learning Strategies:

   Modeling
   Thinking Strategies
   Kinesthetic Learning Style

Activities:

1. Teacher will give students 4 minutes to complete flashbacks.
2. Students will work individually on worksheet packets.
3. Substitute teacher will collect packets at the end on class.

Exit Slip: None

Formative Assessment: check flashbacks, observe student work, monitor exit slip, follow up
with a journal entry.

Summative Assessment: District Common Assessment to follow unit.

Modifications: Instructions and problems will be read and paraphrased for any student needing
that assistance. Students requiring more practice or that are moving at a faster pace than the class
will use classroom computers to access Compass Learning and Carnegie Learning.

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