Lesson Plan Form

CSUDH Teacher Education Department

Subject:
Grade Level:
Teaching Date:
Mathematics
6th
November, 2014

Candidate:
Adriana Marquez
Standard:
Expressions and Equations
Apply and extend previous understandings of arithmetic to algebraic expressions.
1. Write and evaluate numerical expressions involving whole-number exponents.

6.EE

ORAL LANGUAGE STANDARD

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their
own clearly.
WRITTEN LANGUAGE STANDARD
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle):
Students will relate an exponential expression to an extended expression. (Concept)
II. Learning Outcome:
Students will read and evaluate algebraic expressions.
III. Curriculum Connection (How lesson fits into larger unit sequence):
Apply and extend previous understandings of arithmetic to algebraic expressions. Tomorrows lesson
will evaluate exponential expressions, including variables.
IV. Instruction
A. Engagement (Motivational Activity):
Students, as a class, will review a vocabulary chart and play the game of BINGO (BINGO cards will be
on display for students to see).
B. Instructional Sequence (Teaching Methodology): TPEs
Step #1: Game of BINGO
a. Students will work in groups of 3-4 students to evaluate each expression in the game of
BINGO.
b. Teacher listens for discussion as a class.
Step #2: Discuss Exponential Notation
a. Which numeric expression in the BINGO card problem has the same number being multiplied
by itself five times: 2 2 2 2 2.
b. Watch for student involvement and interaction.

Step #3: The Need for Exponential Expression

a. Why do we would we prefer writing in exponential form instead of writing repeated
multiplication? For 2 5 rather than 2 2 2 2 2
b. Listen for responses. Such as: this uses a lot of paper. (People decided to come up with a
short way of writing repeated multiplication, which was to write an expression with an
exponent.)
Step #4: Alternate Expressions of Repeated Multiplication
a. How may we express this 2 2 2 2 2 (written on the board), written in exponential
form?

b. Elbow buddy discussions. Walk around checking for problem solving.

Step #5: Oral Exponent Expression
a. How can 2 5 be read?
b. Listen for responses such as two raised to the fifth power.
Step #6: Identifying the Parts
a. What do we call the 2 in 2 5? What do we call the 5 in the same expression?
b. Listen for responses. 2 is the base, 5 is the exponent. 2 5 is called a power.
Step #7: Connecting Back to the Parts
a. What do we call the number that is being multiplied by itself repeatedly? What do we call the
number of times that the base is being multiplied by itself? What is the exponent also known
as?
b. Walk around listening for partner discussion.

C. Application Task:
At a center, each student can relate exponential expressions on a worksheet in which the match
extended expressions to their corresponding exponential expressions, then share with a partner.
This supports whether or not students have learned material.

D. Materials & Resources:

-Vocabulary Chart
-BINGO Card
-Pencils
-Journals
V. Assessment Strategies:
Formative
See application task.
Summative
3-4 problems with multiple response options with explanation in journals.
VI. Accommodations for Individual Learners:
Groups- According to level of comprehension.
Visually Impaired- Sit in the front of classroom.
Application Tasks- Games and manipulatives.
ELL Students- Work in pairs. Proficient student with ELL student.
Visual Learners- Visual Aids
One-to-one assistance