MGE Lesson Plan Template – Mathematics

Complete this lesson plan in enough detail so that another teacher or substitute can replicate it. This lesson plan
serves as a representation of your content and pedagogical knowledge, so be thorough.
Be sure to consider your learner as you plan this lesson: You are teaching young adolescents, so recall information
from EDUC 2130, EDMG 3300, and other coursework. You are encouraged to provide citations often (when
appropriate) and a reference list to develop the habit in preparation for your edTPA

Name Bria Taylor . Grade & Subject 6th Grade / Math .

Class Duration 50-60 minutes .

I. Context for Learning

This school is located within the southeastern region of the United States. There are approximately 502
students at this school. About 48 percent of the student body consist of females and 52 percent males.
The racial breakdown of students includes 60 percent for African-Americans, 34 percent for Hispanics,
and 3 percent for whites. English and Spanish are the predominant languages spoken here at this
school. About 30 percent of the school consist of ELLs, English language learners. This school is also
classified as a “Title I” school, so most of the students’ socio-economic status falls under low-income.

II. Mathematical Content

A. Central Focus
The central focus for this lesson is applying and extending previous understandings of arithmetic
to algebraic expressions. Students will engage in activities that require them to use previous
knowledge of properties of operations and apply them with expressions involving variables to
generate equivalent expressions. The activities within this lesson will allow students to expand
their knowledge of properties of number operations and its relation to creating equivalent
expressions.

B. State Standards
 GSE Content Standard: MGSE6.EE.3: Apply the properties of operations to generate equivalent
expressions.
 GSE Standards for Mathematical Practice: (8) Look for and express regularity in repeated
reasoning-Students will identify properties and reason why that group is identified with a
certain property.

C. Learning Objectives
• (Content) Objective #1: Given expressions, students will be able to use their knowledge of
properties of number operations in order to create equivalent expressions.
• (Process) Objective #2: Given expressions, students will be able to explain why certain
properties of number operations are used in certain instances in mathematics.

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Mathematics 1 rev. 10 apr 2019
 1. Interdisciplinary/Integrative Objectives

ELAGSE6W1: Write arguments to support claims with clear reasons and relevant evidence.

This lesson connects to this cross-curricular ELA standard because students are required to
have answers that have mathematical reasoning supporting them. This support can
validate their answers.

D. Mathematical Understanding
The standards and learning objectives in this lesson contribute to students’ development of
conceptual understanding, procedural fluency, and mathematical reasoning because they focus
on trying to provide students with enough mathematical knowledge about properties of number
operations and equivalent expressions in order to help them successfully build upon those skills to
be successful moving forward within the mathematics content area.

III. Instructional Strategies and Learning Tasks

A. Anticipatory Set – i.e. Launch

Within the launch portion, students will first be given a word puzzle that relates to content that
will be taught. This will be solved individually first and then talked about as a class, this will take 1
to 2 minutes. Next, students would be given one sample of a “scramble card” that is used during
the learning task. In groups, they will look at the “scramble card” and identify what similarities
they see on the card. This will take 2 to 3 minutes. After this, a group discussion will occur with
the entire class about the sample “scramble card”, then the learning task would be distributed to
students and they will be put into and work in groups.

B. Learning Tasks – i.e. Explore

Within the explore portion, students will be working within groups on the learning task. The
learning task given helps students acquire knowledge about properties of number operations and
their relation to equivalent expressions. The task is cognitively demanding because students will
take on the role as the educators and be able to learn in a way that makes them use their own and
their peer’s mathematical knowledge. The teacher will help support those students who need
clarity about questions within the assignment, but they will only have the role as a supervisor
during this learning task. This portion of the lesson will take approximately 20 to 25 minutes.

C. Closure – i.e. Summarize

Within the summarize portion, there will be a class discussion that will occur that discusses what
was learned from the lesson’s learning task. This discussion will be student-centered, this will
allow students to be engaged in every part of the lesson including its summary. After the student-
centered class discussion concludes, the teacher will help draw the connection between their
thoughts and reveal the key mathematical ideas in the lesson. This portion of the lesson will take
approximately 15 to 20 minutes.

IV. Assessments

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 A. Assessment of Prior Knowledge
N/A

B. Formative Assessments
The formative assessments for this lesson include a Ticket-Out-the-Door (formal) and journal
entry (informal). These assessments will determine whether students did or did not understand
how to apply properties of number operations with variables to generate equivalent expressions.
Based off these results, it will determine whether learning objectives were achieved and if
instructional methods need to change.

1. Informal Formative
The informal formative assessment for this task is a journal entry. Students will write their
thoughts about a lesson taught and its important ideas within a journal entry (Moersch,
2008, p.4). This journal entry will monitor students’ progress after a lesson is taught. This
informal formative assessment will be used to gain information about students’
understanding of the content taught without needing to give each student individual
feedback.

2. Formal Formative
The formal formative assessment for this lesson is a Ticket-Out-the-Door (TOD). A
question(s) will be given to students related to the content that was taught and this will be
the TOD. This TOD will allow the teacher to provide each student with individual feedback.
Students will be required to work on this assessment individually and respond to the
question(s) in writing.

C. Summative Assessments
The summative assessment for this lesson is a test. This test will be given after all concepts about
properties of number operations to generate equivalent expressions has been taught. This test
will determine whether students successfully achieved learning objectives.

V. Academic Language
A. Language Functions
 Create
 Explain

These language functions that I have listed allow students to increase content understandings because
they must show that they understand content by using properties of number operations appropriately
in order to create equivalent expressions and by explaining why their mathematical thinking/reasoning
is correct. By doing this, students will be able to show improvement within this concept of
mathematics.

B. Vocabulary

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 1. List vocabulary in the lesson that has different meanings across subject areas, providing the
multiple definitions.
 Properties
o (Math) Definition: Mathematical properties that involve addition, subtraction,
multiplication, and division. These mathematical properties include the
commutative, associative, identity, and distributive properties.
o (Social Studies) Definition: A belonging to someone; possessions collectively.
 Variables
o (Math) Definition: A quantity that changes without consequence.
o (Science): Any factor, trait, or condition that can exist in differing amounts or types.
Independent and dependent variables.
 Expression
o (Math) Definition: A mathematical phrase that can contain ordinary numbers,
variables (like x or y) and operators (like add, subtract, multiply, and divide).
o (ELA) Definition: The process of making known one's thoughts or feelings.

2. List subject-specific vocabulary for your lesson here and provide the appropriate definition.
 Properties
o (Math) Definition: Mathematical properties that involve addition, subtraction,
multiplication, and division. These mathematical properties include the
commutative, associative, identity, and distributive properties.
 Variables
o (Math) Definition: A quantity that changes without consequence.
 Expression
o (Math) Definition: A mathematical phrase that can contain ordinary numbers,
variables (like x or y) and operators (like add, subtract, multiply, and divide).

3. Describe how the structure of the learning tasks allow students to learn and engage with
the vocabulary you listed here, enhancing the learning of subject-specific vocabulary.
The learning task allows students to learn and engage with vocabulary I listed because it is
structured in a way that describes what students are required to do in order to complete the
task. The way that the vocabulary is used helps students understand which meaning is being
used for the activity.

C. Syntax
o Sets of Expressions
o An Example of a Set of Expressions:
 4x+12
 2(2x+6)
 4(x+3x)

This syntax can be introduced by explaining to students what they are and how they are relevant
to the activity. Instruction will be given to demonstrate how to determine whether they are or are

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Mathematics 4 rev. 10 apr 2019
 not equivalent (using properties of number operations) and this will help students learn how to do
this own their own. After demonstration occurs, students will be able to practice individually, in
pairs, or groups in order to fully understand this concept.

D. Discourse
I will use discourse within the classroom in which students participate by listening and speaking in
order to increase understanding of the content and academic language. The discussion that will
occur will focus on the main mathematical concepts that were used during the activity and how
they are important. New findings on the mathematical concept can also be discussed by students
and any misunderstandings that they may have can be discussed during this conversation.
Discourse can also occur by having students write, so that they can explain their understanding of
content and academic language. All these things during discourse can be beneficial to helping
students’ increase their understanding of content and academic language.

VI. Support for Varied Student Learning Needs

A. Build on student resources

The learning task has been modified in response to the Context for Learning. Since there are
English Learners (ELs) within the classroom, they will need more guided instruction for this
lesson. Providing a focus-group round-table for those students will allow for effective instruction
to occur in order to allow those students to be successful (Harms & Myers, 2013, p.40-42). Also,
there will be no need for students to bring any extra materials to class other than the basic
materials (e.g. paper and pencils) since the schools falls under the “Title-I” category.

B. Respond to learning needs of the whole class

Mixed ability grouping is an instructional strategy that will respond to the learning needs of all
students in the class (Dudley, 2016, p. 60-61). This grouping allows students from all learning
levels the ability to work with one another. This provides the opportunity for all students’
opinions and work to be shared with one another. Group-work in also another instructional
strategy that responds to the learning needs of all students. “Student group work enhances
communication and other professional development skills” (Benefits of Group-Work, 2017).
Middle grade students think its very important to communicate with their peers at this age and
this is shows to be beneficial to their behavioral development.

C. Respond to learning needs of individuals and groups with similar needs

As mentioned above in section A of “Support for Varied Student Learning Needs”, those ELs
within the classroom would be put into focus-group round tables to support those students.
Throughout the entire lesson, information would be provided in both English and Spanish to
continue to promote mastering the English language. During the lesson, they would be paired
together to work during the launch and explore portion of the lesson in order to be able to work
to find solutions to the learning task together. The writing and speaking portions of this lesson
also allows them to continue to improve on mastering the English language and mathematics

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 skills. All of these things mentioned supports the learning needs of EL students and helps them
continue to be successful within the classroom.

VII. Preparation
A. Materials Needed
 Computer or Laptop (1)
 PowerPoint Presentation
 Whiteboard or SMART Board
 Document Camera

B. Resources
 Georgia Department of Education. (2019). Mathematics Georgia Standards of Excellence Grade
6: Unit 3. Retrieved April 26, 2019 from https://www.georgiastandards.org/Georgia-
Standards/Frameworks/6th-Math-Unit-3.pdf

C. Attach
 Slides for Lesson

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  Scramble Cards Worksheet

VIII. Reference List

 Benefits of Group Work. (2017, October 13). Retrieved April 26, 2019, from
https://teachingcenter.wustl.edu/resources/active-learning/group-work-in-class/benefits-of-
group-work/
 Dudley, E. (2016). Teaching Teenagers. Working with Mixed-Ability Groups, 25(1), 59-61.
Retrieved April 28, 2019.
 Harms, E., & Myers, C. (2013). Language Education in Asia. Empowering Students Through
Speaking Round Tables, 4(1), 39-59. Retrieved April 28, 2019.
 Moersch, C. (2008). Informal Assessment Strategies: A-Z for the Math Classroom. LoTi
Connection.

MGE Lesson Plan Template Lawler

Mathematics 7 rev. 10 apr 2019