ED 315 LESSON PLAN Lesson #___1___ Format and Cooperating Teacher Feedback Form Name: Date: Ashley Komorowski

10/18/12 Content Area: Grade Level: 6th Math

Goal(s):

6.EE.3:Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

Pre-assess:
property.

Over all the students are really understanding the basic concept of the distributive

Objective(s): : Assessment:

Students will apply and evaluate the distributive property with corresponding variables and numbers Informal: At the end of the lesson I will give them an exit ticket. I will have 3 problems that they must do and from that I will evaluate how every student is doing on the distributive property. Formal: {describe the plan for formal assessment, whether or not you are completing it that day} *Document camera *Paper/Pencils *Notecards *Markers

Materials Needed:

Total time needed:

Total time needed:

Class period is about 1 hour long. ___

Procedures: Procedures:
(Include time allotments) Introduction: (10 minutes): I will start the lesson by giving them two problems to work on that relate the lesson that I am teaching. This will inform me what the students already know about the topic and what I should cover in more detail. Steps for instruction 2008SP

Engagement: (5 minutes): I will get the students engaged by having the students find the GCF of 3 numbers that I give them since they will be using GCF in order to find equal expressions. This will be a good reminder of how they can find GCF.

Demonstration: (10 minutes): I will show them how they can find equal expressions from the distributive property. For example how can 9x +12y be shown as an equal equation. I will show the students that they have to find the GCF of the two numbers first. So, what is the greatest number that can go into both 9 and 12? I will think out loud and show them how I get to 3. So, the equation would look like this 3(3x+4y).

Participation: (10 minutes): After I have demonstrated how to do a few problems I will have the students participate in the next few problems. After a few problems, if I notice that they understand the concept I will let the students practice. If not, I will continue to show them what to do until the students feel comfortable trying it on their own. Practice: (15 minutes): After I have done a few examples that show equal equations going both ways, I will have the students practice some problems while I walk around and assist them. As I see students working I will have some of them do the problem so their classmates can see how they did the problem. Strategies for students requiring additional assistance: When students are working on problems throughout the lesson, I will walk around and help students who are struggling. Closure: (15 minutes): The last part of class I will have the students complete 4 problems on equal equations. They will do this task individually. Therefore, they will not be able to talk to other classmates. These problems will show me whether or not students understand how to make equations equal.

Cooperating Teacher Signature:

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Cooperating Teacher Feedback:

Lesson date: ___________________________

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