SimplifyingExpressions

Author:WoodlandSchultze
Datecreated:12/10/201411:36PMESTDatemodified:12/13/20143:17AMEST

VITALINFORMATION
TotalNumberofStudents
20

Area(s)StudentsLiveIn
Rural

Free/ReducedLunch
75%

EthnicityofStudents

1AfricanAmericanorBlack
2AmericanIndian/AlaskanNative
1AsianorPacificIslander
13White
3HispanicorLatino
0Other

EnglishLanguageLearners

Student#1:CELDTLevel2
Student#2:CELDTLevel4

StudentswithSpecialNeeds

0EstablishedMentalDisability

2SpecificLearningDisability

0MultipleDisabilities

0Speech/LanguageImpaired

0BrainInjury

1HardofHardofHearing

0MentalRetardation

0Deaf

0Autistic

0DeafBlind

0OrthopedicallyImpaired

1VisuallyImpaired

0Asberger's

0Speech/LanguageImpaired

0OtherHealthImpaired
0EmotionallyDisturbed

Student#3iscurrentlyworkingwithtextatathirdgradelevel.He
hastroublewithpronunciationandwritingcompletesentences.
Student#4isworkingonbeingproficientwithhismultiplicationfacts
atafourthgradelevel.Hehastroublefollowingteacherled
prewritingactivitiesaswell.
Student#5cannotseethecolorspurpleorbrownandishardof
hearinginhisleftear.
Subject(s)

Mathematics

Grade/Level

Grade7

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Lastnightshomeworkincludedproblemsinvolvingkeyvocabulary,suchas:numericalexpression,evaluate,variable,andalgebraicexpression.
Studentstranslatedverbalphrasesintoalgebraicexpressions,wrotealgebraicexpressions,andusedtheorderofoperationsasaguideto
writeanexpression,inordertofindthechangegivenwhenpurchaseingvariousamountsofdifferentlypriceditems.Todaystudentswill
incorporatenewkeytermsintotheirproblemsolvingvocabulary,suchas:term,coefficient,liketerms,andconstantterm.Usingthesenew
definitionsaswellasonespreviouslylearned,studentswillnowidentifypartsofanexpression,combineliketerms,andsimplifyboth
theoreticalandreallifeexpressions.Usingtheskillslearneduptothispoint,studentswillnextexplorehowtochecksolutionstoonevariable
equations,solveonevariableequationsusingsubtractionandoraddition,andusemathematicalmodelsinvolvingalloftheabove.

LearningOutcome(s)

Objective
Studentswillcorrectlysimplifyagivensetofalgebraicexpressionsbyusingtheorderofoperationstocombineliketerms.Throughthis
processstudentswillbettertheirunderstandingofhowtoidentifytheterms,variables,coefficients,liketerms,andconstanttermsofagiven
setofexpressionsclearlylabelingwhichpropertyisdemonstratedineachstepofthesimplificationprocess.

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OutcomeIndicator
Studentsareallowedtotakevariousversionsofthesamequizuntiltheypass.
Standards

USACommonCoreStateStandards(Draft)
Subject:Mathematics
Strand:Expressions
CoreConcept:AExpressionsareconstructionsbuiltupfromnumbers,variables,andoperations,whichhaveanumericalvaluewheneach
variableisreplacedwithanumber.
CoreConcept:DRewritingexpressionsinequivalentformsservesapurposeinsolvingproblems.
CoreSkill:1Seestructureinexpressions.
CoreSkill:2Manipulatesimpleexpressions.
CoreSkill:3Definevariablesandwriteanexpressiontorepresentaquantityinaproblem.
CoreSkill:4Interpretanexpressionthatrepresentsaquantityintermsofthecontext.
Strand:Modeling
CoreConcept:AMathematicalmodelsinvolvechoicesandassumptionsthatabstractkeyfeaturesfromsituationstohelpussolveproblems.
CoreSkill:1Modelnumericalsituations.

Comments

ASSESSMENTS
Assessment/Rubrics

Diagnostic/Entry Beforehomeworkisdue,studentsaregivenachancetoaskanyfinalquestionstheyhavebeforeturningitin.Onceall
Level
assignmentsarehandedin,studentstakeashortquizonthematerial.Forthisparticularquizstudentswillwritethree
Assessment(s)
givenphrasesasrespectivealgebraicexpressionsusingthevariablex.Quizzesaregradedasstudentsfinishthemsoas
toprovideinstantfeedbackandassessment.

Formative
Assessment(s)

Afterhavingbeenshowndemonstrationsofthreeexamplesfrompages252and253,pairsofstudentswillbeaskedto
simplifytwoalgebraicexpressionsandidentifytheterms,coefficients,liketerms,andconstanttermsofathirdexpression.
Whilestudentsareworking,Iwillberoamingaroundtheroomlisteninginoneachpair'sdiscussionandviewingtheir
writtenwork/progress.Thisprogressmonitoringwillrevealtheeffectivenessofthedemonstratedexamples.
Followingademonstrationofexamplefourfrompage253,studentsindifferentpairsthanbeforewillbeaskedtosolvea
whatifwordproblemcontainingadifferentsuppositionthanpreviouslystatedinexamplefour.Arepresentativefromeach
pairwillbeaskedtocomeandwritetheiransweronthewhiteboard.Thisassessmentwillshowhowreadytheclassisto
beginworkonthedailyassignmentthatwillbehomeworkifnotfinishedinclass.
Whilestudentsareworkingonthedailyassignment,Iwillbegoingtoeachtable,viewingprogressand
providingassistance/reteachingwhereneeded.

Summative
Assessments(s)

Theexamfollowingthisunitwillhaveasectiondedicatedtosimplifyingexpressions.Examscoreswillreflectonhowwell
topicsfromthissectionwereinternalizedandkeptbystudents.

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)
1MathBookperstudent
1TEMathBook
1NoteBookperstudent(theyshouldhavethem)
Whiteboard
DryEraseMarkers(atleasttwodifferentcolors)BECAREFULnottouseanypurpleorbrownmarkerswhilewritingonthewhiteboard
(onestudentcannotseethosecolors)
ExtraPencilsforstudents
ExtraPaperforstudents
DocumentCamera
Computer
Projector
Comments

IMPLEMENTATION
SequenceofActivities
GoaloftheDay:1Minute
Workthroughenoughexamplessothateachpersonhassufficientnotestobeabletodothehomeworktonight.
Hook:10Minutes
Atthestartofclassafterthedailygoalhasbeenstated,studentsaregiventheopportunitytoaskanyquestionstheyhaveregardingthe
homeworkthatisdueremindthemthatthereisgoingtobeaquizonceallpapershavebeenturnedin.Thisusuallygetsmorestudentsto
askquestionsaboutthehomework.Afterallquestionshavebeenanswered,givestudentsthequizthatcanbefoundonpage251.Make
surethateverythingisoffofthetableswithexceptionofapieceofblankpaperandsomethingtowritewith.Useonlythefirstthreeproblems
fromthequiz.Writethemontheboardwhilereadingthemaloud.Whilestudentsaretakingthequizbesuretowalkaroundtheroomand
monitorstudentprogress.Notethatstudent#1isonlyexpectedtogeteitherproblemoneorproblemtwo,andheknowsthis.Students#3
and#4areonlyexpectedtotryproblemnumberonetheirtestingtakesplaceinaSPEDpulloutclass.Asstudentsfinishthequiz,havethem
raiseahandgotothemandgradetheirquizonthespot.Afterallquizzeshavebeengraded,brieflyexplaintheanswers,havestudents
passtheirpaperstothefrontoftheroom,andthengettheirmathbooksandnotebooksout.Write"5.2SimplifyingExpressionspp.252255"
onthewhiteboard.Brieflyaskstudentswhattheythinkitmeanstosimplifyanalgebraicexpression.
Demonstration:5Minutes

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Beginbymakingsurethatstudentshavetheirnotebooksoutonceeveryonedoes,itistimetobegin.Startbywritingthefollowingkey
vocabularyonthewhiteboard:term,variable,coefficient,liketerms,andconstantalongwiththeexpressionX+2X+Y+3.Thencallonastudent
thatisokaywithbeingputonthespot.Askthatstudenttoverballyexplainwhatatermisandaskwhichpartoftheexpressionisaterm
remindeveryonethatdefinitionsareinthebook.Thankthestudentfortheirresponse.Bythispointmoststudentsshouldbeonthesame
pageinthebook.Nextaskwhotheclasswhichpartofthegivenexpressionisaconstantterm?Besuretousedifferentcolormarkerswhile
circlingpartsoftheexpression.Thosethatanswerfirstandcorrectlyarerewarded.Continueinthisfashionfortheremainingdefinitions.This
notonlyremindsstudentsaboutthekeyvocabularyfromthepreviouslesson,butalsoremindsthemaboutusingtheirbookasaresource.
WeDo:15Min
Afterkeyvocabularyhasbeenreviewed,write5X+7Y+XY+6ontheboard.Havestudentsworkindividuallytosimplifytheexpressionlabel
eachpartusingthevocabularyjustreviewed.Whiletheyarewriting,walkaroundtheroomandchecktheirprogress.Oncemosthave
finished,gotowhiteboardagainandshow/explainthestepsinvolvedinthesimplificationprocess,ortheprocessthatmakesthingseasierto
lookat.
Nexthavestudentspairupwiththepersonattheirtablegroupsofthreeareokayintheeventhatsomeoneisabsent.Makesurethatthe
instructionalaidishelpingstudent#3atthistime.Thetaskistodothethreeguidedpracticeproblemsfollowingexamplethreeonpage253.
Aftergroupshavecompletedthethreeproblemsandtheirworkhasbeencheckedforcorrectness,proceedtoexamplefour.Readthe
questionprompttotheclassaboutfieldtripswhiledrawingavisualrepresentationunderthedocumentcam.Withtheclass,readpartsaand
bandbrieflydiscuss.Askstudentsiftheythinktheycanexplaineitherorbothpartstoexamplefourhavethemraiseahandiftheythink
theycan.Afterseeinghowmanystudentssupposedlycanexplaintheirresults,havethempairupwithsomeoneelsethistimeandseeifthey
getthesameanswersaseachother.CheckinwithB'sgroupandmakesuretheyunderstandparta.Bringtheclassbacktogetherby
countingdownfromfivefourthree...gettingprogressivelyquieter.Askpairstoraiseahandiftheycanexplaintheanswerandshowtheir
stepsonthewhiteboard.Afterlookingaroundtheroomforamoment,chooseB'spairiftheyareraisingahand.Havestudentscomeupto
thewhiteboardtwoatatimeandexplaintheiranswerswhileshowingallwork.Nextmakesurethattheirarenolingeringquestionsabout
thematerialfrompages252253thatwasjustcoveredbriefly.
YouDo:15Min
Writethedailyhomeworkassignmentontheboard:pp.254255(13,68,1416,18,20,2327)
Informstudentsthattheyhavetherestofclasstogetaheadstartontheirhomework.Whilestudentsareworking,roamaroundtheroomto
observeprogressandprovideassistancewherenecessary.
Student#1isinformedbeforeclassthathewillbeonlyrequiredtodoproblems1,3,7,15,and23.Extratimeisprovidedwhennecessary.
Students#2istohelpstudent#1alongwiththetutortimehasshowthiscurrentlyworksbestforthem.
Stopinwithstudents#3and#4andmakesuretheyrememberthattheyonlyhavetodoproblems13,andthatMs.Zwillbehelpingthemin
fifthperiodaswellasprovidingtherestoftheirassignment.
WrapUp:5Min
Inthelastfiveminutesofclass,remindstudentsofthetime.Askiftherewereanymajorquestionsthatarosewhilestudentsworkedonthe
assignmentifso,giveanexplanation.Beginwalkingaroundtheroomtomakesure
Ifthereistimeleftoverhavestudentscontinueworkingonthehomeworkinpreparationfortomorrowsquiz.
Tier2Vocabulary:
combine
simplify
symbols
problem
involving
identify
Tier3VocabularyWords
term
variable
distributive
liketerms
coefficient
constantterm
associative

DifferentiatedInstruction

Students#1,#2,#3,and#4needextrahelpwithmaththereisaninstructionalaideintheclassforthisreason.
Student#3spendsmostofhistimeinapulloutclasswithMs.Z.
Student#4preferstositalonemostofthetimehisdeskisatthefrontoftheclasstothesideofthepodiumwherehefeelscomfortable.
WhenpairingStudent#4forgroupwork,heworksbestwithK.Doe
Student#5willalwayshaveaseattowardsthefrontoftheroomduetothetroublehehaswithhearingoutofhisleftear.
L.DoeandM.Doewillalsohaveseatsnearthefrontoftheroombecausetheyalwaysforgettobringtheirglasses/contactsandcannotsee
fromthebackoftheroomwithoutthem.
DonotusepurpleorbrownmarkersontheboardbecauseStudent#5cannotseethosecolors.
EachtimeIgettoakeyvocabularyword,Iwillslowlypronounceitwithstrongemphasisonthecorrectsyllableswhilewritingitonthe
board.
Student#2isalevel4ELstudentshewillshareatablewithStudent#1whoisalevel2ELthethirdstudentattheirtableisabilingual
student.
Sincenotwopeopleunderstandmathinthesameexactwaynecessarily,trytoexplaineachproblemwithatleastthreedifferentapproaches
(whenpossible).AskStudentstoexplainproblemsintheirownwordsandusingtwodifferentmethodswherenecessary.
Forassignmentdifferentiationseethe"youdo"inthesequenceofeventsabove.

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Comments

REFLECTIONS
PriortoLesson

Lastnightshomeworkincludedproblemsinvolvingkeyvocabulary,suchas:numericalexpression,evaluate,variable,
andalgebraicexpression.Studentstranslatedverbalphrasesintoalgebraicexpressions,wrotealgebraicexpressions,and
usedtheorderofoperationsasaguidetowriteanexpression,inordertofindthechangegivenwhenpurchaseing
variousamountsofdifferentlypriceditems.

PostLesson
Comments

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