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LESSON PLAN COVER PAGE

Lesson Title: Equivalent Equations

Description of Classroom Population: There are 20 students in my class. For most of the
students, English is their first language, while the rest are ELLs. Three students in particular
that are ELLs are of varying levels. One girl, who is from Colombia, is a level 1 ELL. She
came to the U.S. almost two months ago. She was held back a grade due to her struggles with
the English language. We have a boy who is from Honduras who came to the U.S. a little over
a year ago. He is a level 3 ELL that is making great strides. When it comes to his speaking, he
still hesitates and worries that hes going to say something wrong. I think the confidence level
needs to be built up a bit. Our last ELL is from Brazil and hes been in the U.S. now for about
4 years. His conversational English is advanced and he enjoys helping out the other ELLs in
the class. With him helping them, he sometimes catches his own mistakes and makes sure the
others dont do the same.

Brief Description of the Lesson Instructional Context We will have just finished talking
about operating on expressions and how they can be equal. Then, we will be using this
knowledge to operate on expressions to make them equivalent. This allows students to use
prior knowledge theyve learned and apply it to new ideas while allowing them to figure out
how to manipulate different expressions into forms accessible to them.

PREPARATION
(SIOP 1)
Curriculum Standards Addressed by this Lesson (SIOP 1.3):

A.REI.1

Content Objectives (SIOP 1.3):

Students will understand how to operate on equations and what equivalent equations are.

Language Objectives (SIOP 1.2):

SWBAT apply the properties of operations to generate equivalent expressions.
SWBAT identify when two expressions are equivalent.
Students will work in groups to determine whether statements about expressions are true or
false.
Key Vocabulary (SIOP 2.9):
Tier 1: Same, add, subtract, plus, minus
Tier 2: Operate, operation, equation, equal
Tier 3: Equivalent, expression
Supplementary Materials (SIOP 1.4):
White Boards, Equivalent Expressions cards

Meaningful Activities (SIOP 1.6):

Find Your Match: Students will each get an expression card. Their job is to go around the
room and talk to their other classmates to find an equivalent expression to theirs. Once theyve
found their match, each pair will write their expressions on the board.

Time BUILDING BACKGROUND & LESSON DELIVERY Comprehensi

(SIOP 2, 7) ble Input
Strategies
(SIOP 3, 4)
Motivation and Building Background (SIOP 2.7-9):
15-20 1. Introduce and explain the content and language objectives.
mins 2. Place students in groups where there are students of varying
levels to allow for guidance for those who need it.
3. Explain to the students the activity that we will be doing. I will Discussion
say that I will be reading off statements and asking them to
determine within their groups if what I said was true or false. Each
group will have a non-verbal response card that says True/Yes on
one side and False/No on the other as well as some scrap paper to
work things out on.
4. I will assign roles for each group. Higher level students will be
the ones to write out the work they need to figure out on the scrap Group Work
paper. I will have the level 1 students be the ones to hold up the
cards.
5. They will have time between each statement to talk amongst
their group before raising up their cards.
6. After each group holds up their cards, we will go over the
answer as a whole class and make sure that any confusion is
resolved.
Presentation of Content and Skills (SIOP 3.10-12; 5.16, 5.18-19)
Mins them. I would ask how we could make this true. This question will
be about what operation we can performed to one side of the Discussion
equation to make both sides equal. This will be something different
than what theyve seen before. In most cases, students think that
two sides of an equals sign have to look exactly the same. This will
be the transition where I will give them the new information about
equivalent expressions. I will teach them that for expressions to be
equivalent, they dont necessarily need to look the same on both
sides of the equals sign. This will get us into using our knowledge
of operating on expressions to make them equivalent to other
expressions. We will do practice problems using equivalent
expressions such as figuring out what operations we can perform to
one side of an equation to produce something that is equal to what
is on the other side.
Interaction/Practice/Application (SIOP 4; 5; 6):
The students will play a game called Find Your Match. Each
student will get a card that has an expression on it. I will tell
everyone that someone else in the room has an expression that is
equivalent to theirs. It is their job to walk around the room, talk to
their fellow students, and find their match. I will be walking around Discussion
the room in case someone gets stuck and needs guidance. When a
pair has found each other, they will write their equivalent Group Work
15-20 expressions on the board. Once everyone has found their matches,
Mins they will return to their seats and copy down all of the expressions Games
from the board. They will be using these expression at a later time.

Accommodation: I will pair up the level 1 students with the level

5s or native speakers. On the bottom of the cards for the level 1
students I will most likely give them the other expression that they
are looking for so they can match that up with their pair.
Review/Assessment (SIOP 8): Exit Ticket- Students will create
their own set of equivalent expressions where both sides of the
5-10 equals sign are different. Students may choose to write out the Exit-Ticket
Mins expressions, draw a balance with numbered blocks, or explain their
equivalent expressions to me or another classmate.
Extension:
0-10 If everything finishes up early, I plan on having my students begin
Mins writing their responses for this class in their journals. They can talk
about what they thought of the activity, whether it was helpful, Journaling
what they wish could have went differently, and one thing that they
learned from today.

How will you know if students got it? Today? Later? I plan on having the students keep
journals throughout the year about their responses to the classes. I plan on collecting them from
time to time to check on their progress and see where their personal troubles lie. If I feel that
there is an overwhelming amount of students that need more instruction on a topic, I will revisit
it another time.

What will you ask students to do for homework? I will ask them to take five of the
expressions from our Find Your Match game and have the students come up with expressions
that are also equivalent to those ones. In the end, they will have 5 sets of 3 equivalent
expressions. In addition to this, I will have them write in their journals about their thoughts and
feedback to the class.
How will this lesson support the next lessons objective in the unit sequence? Students will
be able to use this information to continue working with equivalent expressions in further
lessons.