Kelley Buckley Effective Elements Lesson Plan Standards CCSSM.8.EE.7: Solve Linear Equations a.

Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form , , or results. b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. Objective/Benchmark The learner will use the distributive property and collecting like terms to decide whether or not two linear equations are equivalent. The learner will show this by solving equations in a Math Libs game and comparing their final story to other students in the classroom. If the stories do not match up, they will both go back to the problem where their answers differ and discuss how to solve the problem. Objective/Purpose The student will be presented with the following I can statements: I can compare equations to determine if they are equivalent I can simplify equations using the distributive property and combining like terms. I can solve equations using the distributive property and combining like terms. Anticipatory Set To generate interest, Mad Libs stories will be hung outside the classroom, and the students will walk in with a Mad Libs book projected onto the screen instead of their usual warm up. There will be a homemade Math Libs page inside that we go through together, though instead of putting random words in, we have to choose which words go in the sentence together. This works as a review of what has been covered, and an assessment to see what the students retained from the previous lesson. Input Task Analysis What information does the learner need? The learner needs to be familiar with the vocabulary words distributive property collecting like terms and equivalent or have their vocabulary sheets ready. The learner also needs an understanding of how these terms work in mathematics. The learner also needs to know how Mad Libs works, and how Math Libs works. Step-by-Step: Following the Anticipatory Set, the teacher will present the students with the I can statements for the day. Next, the teacher will walk the students through how Math Libs will work by doing a short story example with the class. The Math Libs sheet will be handed out by a volunteer. The learner will be able to work with a partner while initially solving the work, and then find a new partner to compare answers with OR may work by themselves and then find a partner to compare answers with. Halfway through the lesson, there will be a

pause in the task for a check of understanding. The students will be asked to rate their comfort level with distribution on a scale of 1 (no comfort) to 3 (totally comfortable) by raising the corresponding amount of fingers in the air. This process will be repeated for collecting like terms, and deciding if two equations are equivalent. If 25% or more of the students are on level 1, the subject will be reviewed as a class. If not, the teacher will make note of those who are struggling and during their circulating of the room, ensure to touch base with those students to give them extra support. Additional Math Libs will be handed out to those who finish early. With 3 minutes left of class, the students will turn in their Math Libs, return their math folders to the proper spot, and grab a sticky note or two for the StopLight exercise, fill out their sticky note, and place it on the appropriate light on their way out the door (Red what didnt go well at all, Yellow what I am starting to understand, Green what went really well). Thinking Levels: Blooms Taxonomy Knowledge Vocabulary, how it works Comprehension When to use each math tool while solving the problems Analysis Compare your answer to other students, analyze each others problem solving to find out what went wrong and why. Learning Styles and/or Accommodations Remediation: Students are not required to complete the worksheet for full credit. Extensions: Extra Math Libs of increasing difficulty are provided for those who finish with time to spare. Materials: Math Lib sheets (original, 1 for each student; 2 different extension sheets, multiple copies), Single Math Lib example, Pencils, Elmo, Projector. Method: Lecture and Discussion Modeling Math Libs is partially modeled as part of the Anticipatory Set, teacher illustrates how to work Math Libs with a sample problem. This sample problem, along with the Anticipatory Set, models the objective. This is projected on the screen via Elmo and Projector for visual and auditory input. Check for Understanding 1. Anticipatory Set checks what the student retained from the previous day, gives a refresher. 2. Rating their comfort with the material 3. Stop-Light Method at the end of class Guided Practice Math Libs are modeled to the class before they are done individually or in pairs. Teacher circulates to help answer questions and help students making no progress. Closure Stop-Light Method for self reflection