Name: Jillian Schoer Type of Setting: Urban Middle School Class Date of Lesson: Wednesday February 6th 2013

Grade/ Subject Area: 6th Math

1. Purpose a. For the sixth grade students to apply their prior knowledge of algebraic expression to the substitution of n. b. Essential Questions: i. How can this expression be read verbally? ii. What is the difference between verbal expression and algebraic expression? iii. When do we substitute values? iv. How do we translate expressions? v. What is a variable? vi. How can variables be used in everyday life? vii. How would you write an algebraic expression as a verbal expression? 2. Vocabulary & Key Terms: Verbal expression-An expression that can be read verbally Algebraic expression- An expression involving numbers that can be solved Substitute- Replacing a letter or number with a different value Variable- A quantity that can change or vary, often represented by a letter. Order of Operations- The mathematical rules used to solve math problems in a correct order Translate- Replacing verbal expression with algebraic values Coefficient- When the term is a product of a number and a variable Term- The parts of an algebraic expression separated by an operational sign. Constant- A term that is a specific number. 3. Skills a. Solve equations using order of operations b. Solve for n by using substitution c. Evaluate the equation by checking their work d. Effectively listen to lesson e. Participate in grand conversation f. Participate in culminating activity g. Work together with other classmates during an activity 4. Objectives a. Students will be able to apply prior knowledge to solve equations with substitutions. b. Students will be able to identify the differences between algebraic expressions and verbal expressions. c. Students will be able to indicate what the variable represents in an expression. 5. New York State Learning Standards 6.EE.1 Apply and extend previous understandings of arithmetic to algebraic expressions.

6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. 6.EE.2b Identify parts of an expression using mathematical terms 6.EE.3 Apply the properties of operations to generate equivalent expressions. 6.EE.5 Understand solving equation or inequality as a process of answering a question. 6.EE.6 Use variables to represent numbers and write expressions when solving a real world or mathematical problem. 6. Pre- Assessment a. Students have been previously assessed through the use of homework and classroom activities to comprehend the idea of expressions. 7. Lesson Presentation a. Set Induction i. Students will come into the classroom and begin their morning routine. (Morning Routine- have completed homework on desk ready for the teacher to check while students complete do now activity). Teacher will have the Do Now posted on the Smart Board. Students will have 10 minutes to complete the Do Now. (The Do Now will be a review of prior lessons that will be applied in current lesson). After time has passed, teacher will ask students to come to the Smart Board to explain their answers to the class. Teacher will begin whole class instruction. Teacher will be able to explain to students, Now since we have learned how to solve an algebraic expression using the order of operations we will now learn to solve equations with variables. Duration: 20 Minutes b. Procedure i. First the teacher will ask the class, By a show of hands, who here uses a nick name? Students will raise their hands. The teacher will then explain, For those who raised their hands, does your nick name change your birth name? Teacher will then say, When a person has a nick name, it is representing that person. This is what a variable does. Teacher will upload on the Smart Board the definition of variable with an example. Teacher will explain how a variable can be a letter that represents a number. Students will then be able to visually see how a variable can represent a number with an example. ii. Then the teacher will go to the next slide. This slide will have the steps to solving the algebraic equation with variables. Teacher will stress the importance of rewriting the equation for each step. 1. Substitute the variable for the given value 2. Rewrite the expression 3. Solve the parenthesis 4. Solve the equation

5. Solve the multiplication/ division (Left to Right) 6. Solve the addition/ subtraction (Left to Right) iii. Then the next slide on the Smart Board will have one algebraic expression, the teacher will model how to evaluate the expression with the class. After teacher models the expression, the next slide will have problems that have a given value for the variables. Teacher will ask the students to read the expression as is, allowing for students to identify the variable. Teacher will ask the class, How would you write this algebraic expression as a verbal expression? Teacher will write down the response. Duration: 25 mins c. Closure i. Due to time left in class, Teacher will hand out homework. Duration: 5 mins ii. If there is time left in class then 1. Teacher will transition by saying, Now that we have completed some equations together as a class, it is time to play Jeopardy! The class will split into two teams, Team 1 and Team 2. (According to time, Teacher will either complete just the Equation category or the others which are topics in unit of instruction). 2. After Jeopardy the teacher will hand out the homework, which will be due the following day of class. * Jeopardy can be continued the following day as a review/ Do Now* Duration: 20-30 mins 8. Materials and Resources a. SmartBoard b. SmartBoard markers i. Red ii. Blue iii. Green iv. Black c. Math marble notebook d. No. 2 pencils 9. Follow up Activity/ Assessment a. Jeopardy with equations b. Homework worksheet

10. Evaluation/ Assessment Students will be assessed through the use of a rubric 4 3 2 Exemplary Accomplished Satisfactory Apply prior knowledge to solve equations with substitutions. Applies prior knowledge to solve equations independently Makes a connection between prior knowledge and equations, but can not independently complete class work Identifies the Identifies the differences differences between both between both types of types of expressions expressions independently most of the time without assistance. Identifies what Indicates that a variable a variable can represents and be used to is able to represent create own numbers. expressions with variables. Understands prior knowledge and makes few connections with guided assistance Does identify either algebraic or verbal expression, but not difference Identifies the variable but does not use definition

1 Needs Improvement Does not recognize the connection between prior knowledge and new topic.

Identify the differences between algebraic expressions and verbal expressions Indicate what the variable represents in an expression.

Does not identify differences between algebraic or verbal expressions Does not indicate what a variable is

11. Differentiated a. Multiple Intelligences i. Logical- Mathematical 1. Students will be able to associate to the math lesson of solving equations. Students will be able to start the lesson by solving equations in the Do Now which are related to the lesson of variables. ii. Linguistic 1. Students will be able to translate algebraic expressions into verbal expressions. This allows for students to read what operations are involved in a specific equation. iii. Bodily- Kinesthetic 1. Students will receive the opportunity to walk to the Smart Board to write their responses from either the Do Now or the expressions completed in class.

iv. Interpersonal 1. Students will be able to share their work with the class, explaining how they solved for their answer 2. Students will be able to participate in grand conversation to build social skills. 3. Students will be able to work together as a team to play Jeopardy. b. Struggling Students i. Students will have more time to work on class work ii. Teacher will complete the examples/ equations together as a modeling strategy for the students to understand concept iii. Students can focus on concepts more thoroughly than applying iv. Teacher will use more real- life everyday examples c. Advanced Students i. Students will have more expressions to solve for ii. Students will have more than one variable in an expression iii. Students can have reduced time to complete tasks iv. Fractions and decimals can be applied to evaluating variables 12. Resources Kaplan, J. (2013). Mastering The Standards Mathematics 6 . (1 ed.). Triumph Learning. Foresman, S.(2002). Middle School Math Course 1. Prentice Hall. Howard Gardner, Multiple Intelligence Theory