Vincent Laroche-Tremblay, 260687677

Amanda Chamoun, 260680696

Amlie Choquette, 260616124
Alyssa Jung, 260684268

Secondary Mathematics
Linear Equation in one Variable
Grade 8

EDPE 300 - Educational Psychology

Dr. M. Jazvac-Martek

McGill University
Fall 2015

Background Information
Description of the class:
We will be teaching mathematics to an enriched grade 8 class in which every student is
fluent in English. Although we do not have any exchange students in our group nor do we
have any immigrant students, some of them are born from immigrant parents, thus
creating a cultural diversity within the classroom.

Description of the teaching context:

In this private high school, all grade 8 students and teachers are equipped with a personal
iPad in which an electronic textbook is integrated. This environmental friendly device is
strictly used for academic purposes. The classroom also has a projector and a smart
board. The teaching period is 75 minutes.
In a classroom where the purpose is to learn basic algebra, the 30 students are
seated separately in order to promote individual work. Assuming that the students have
no prior knowledge about algebra, teamwork will also encourage elaboration.

Short Topic Description

We are in a Mathematics class and our lesson is about solving algebraic equations with
one variable. The students will therefore be required to be able to transfer a mathematical
problem into an algebraic equation in order to solve it. They will go through several
activities in class that will help develop their problem-solving skills.
The students are assumed to be able to manipulate adequately the 4 basic
mathematical operations (addition, subtraction, multiplication and division), the operation
priorities and the definition of several terms (such as exponents) that they studied in grade
7.

Learning Objectives

Competencies from QEP.

1. Solves a situational problem.
2. Uses mathematical reasoning.
3. Communicates by using mathematical language.

At the end of instruction, students must be able to solve a single variable algebraic
equation. (1)

At the end of instruction, students must be able to expand an algebraic equation in order
to solve it. (2)
At the end of instruction, students must be able to group like-terms in order to simplify
an algebraic equation. (2)

At the end of instruction, students must be able to apply the four basic mathematical
operations (addition, subtraction, multiplication, division) on an algebraic equation. (2)

At the end of instruction, students must be able to differentiate between monomials and
polynomials. (3)

At the end of instruction, students must be able to identify coefficient, variable and
exponent in an algebraic equation. (3)

At the end of instruction, students will be able to translate a mathematical problem into
an algebraic equation. (3)

Lesson Plan

Time

Task

Grouping

(min)
5

Classroo

Follow-up

m Set-up

Resources
and Materials

Give students different

Whole

Normal;

Quick verification of

-List of learning

techniques to learn

class

separated

students notes after

techniques

desks

each lesson

Normal;

Ask students if they

-Projector

algebra might not be as

separated

have any comments,

-Link for the

hard as they think it is.

desks

questions or

video:

concerns before

https://www.you

instruction starts.

tube.com/watch

Show video to prove that

Individual

?v=Cq832vvq9
PE
25

Introduction of vocabulary

Individual

Lecture

(monomials, polynomials,

Homework from

-Textbook

textbook

-Students take

variable, exponents,

notes

coefficients) with examples

15

Assessment of

Pairs of two Merge two

How many people

-Projector

got it right or wrong,

-iPad

iPad connected to

go over harder

-Computer

computer

questions

understanding with quiz on

25

desks

Introduction to algebraic

Whole

equation (provide

class

examples)

Lecture

Ask students to

-Solving

create an algebraic

equation song

equation for next

on The Algebra

class

Toolbox
website
-Computer/
projetor

-Board
30

Recap of algebraic

Whole

equations and review

class

Normal

-Board

the follow-up of last

students homework
20

None (the recap is

class)

Solving the equation (quiz

Pairs of

Move the

Solve the equations

-Power Point

in teams)

four

desks in

that had the least

showing

teams of 4

success rate

questions
-Students
answer on
paper

25

Students have to

Pairs of

Keep the

summarize what they

four

same

understood up until now

Submit the summary

Textbook

Board

configuration as
previous
activity

20

Introduction to algebra in

Whole

Normal;

Any questions?

word problems (with

class

separated

Additional follow-up

desks

in next activities

example)
25

Translate a problem into a

Pairs of two Merge 2

mathematical equation

desks

Review with students

Worksheet

their worksheet

together
30

Translate a problem into a

mathematical equation,
then solve it.

Individual

Separate
the desks

Finish as homework

Worksheet

Rationale
The learning of this topic will be separate into 3 lessons of 75 minutes each. In fact,
algebra can be very a complex topic, and condensing the information in 1 lesson would
impose too much material for the students to assimilate, since our short-term memory
only has a capacity of 7 new stimuli. Here is the list of the activities that we will be
executing in class:
Different learning techniques: To give students some insight on preferred methods
of how to learn algebra, multiple learning techniques will be provided that will allow
students to discover and develop multiple types of intelligences, and to be able to
choose the strategies that suit them better. For example, colours can be used in
notes to identify components of a monomial and algebraic equation, which may
help students with high visual/spatial intelligence. Similarly, writing explanations in
notes as to why certain operations and steps are performed will develop
logical/mathematical intelligence as well as the students capacity to elaborate.
Video: A video will be shown to address the misconception that algebra is a difficult
topic covered in mathematics. It will additionally emphasize how students can use
algebra in daily life, such as for calculating expenses and how it leads to a variety
in choices of careers while promoting cognitive development. The overall message
is that algebra is not as hard as one may think it is, and that accommodation must
take place in order to change a students existing schema. Students can ask
questions, give comments and/or address any concerns before the start of the next
activity.
Introduction to vocabulary: The students will first be asked to define an exponent.
This task requires students to retrieve information in their long-term memory, since

this knowledge was learned in grade 7. Then, when announced that four new terms
will be introduced (monomial, polynomial, variable and coefficient), the
students are prepared to assimilate new information according to their existing
schemas about mathematical vocabulary, and to make links with their prior
knowledge. We will then end the activity as students are required to give an
example for each word learnt during the lesson. They will thus benefit from a proper
transfer of the information into their long-term memory and will repress the
appearance

of

possible

misconceptions

(that

may

occur

through

overgeneralization or through undergeneralization).

Assessment of understanding: This activity will allow the students to be assessed
on their understanding right after instruction. The students will be on their iPad and
will be given 1 minute to answer each of the 10 questions. The time restriction will
get them into the habit of retrieving new information rapidly. Transfer into the longterm memory is thus promoted through their understanding. Also, this task will be
executed in teams of two in order to encourage scaffolding between peers. The
results will then be shared on the screen, allowing the teacher to work on the least
succeeded questions.
Introduction to algebraic equations: Algebra will be introduced as a process of
learning backwards and that x is a symbol representing a missing value. For
example, 10-?=4 can be solved through the retrieval of operations (i.e.: addition,
subtraction, multiplication, division) from prior knowledge. Furthermore, a song will
be given to students to encourage and help them remember the information

through mnemonics. This activity is to be completed in a normal class, where

pupils are seated in separate rows.
Recapitulation on algebraic equations: At the beginning of this lesson, students will
review what was learned from the previous class. Students had to come up with
an algebraic equation that will be asked to share with the class and will be
corrected to assess their understanding. This activity is to be completed in a
normal class, where pupils are seated in separate rows. By doing a recapitulation,
students will work on their retrieval skills and they will know what is important to
remember. Ideally, transfer of the information into the long-term memory will occur
afterwards.
Solving equations: Students will receive a worksheet with 10 algebraic equations
(e.g.: 3x-6 = 7+4x) that will be solved through taught techniques, such as
expansion, regrouping like-terms, and applying the four basics operations. By
working in teams of four, students will exhibit scaffolding in their learning process
and can share their opinion as well as promoting intellectual growth. Students will
then return to their respective row and correct the quiz with the instructor.
Questions with the lowest success rate or ones that students found difficult will be
reviewed for better understanding of the matter and have it stored in long-term
memory.
Summarization: In the same teams of 4, students will summarize the information
they learned. This is part of an effective learning strategy as it is another way to
learn new information using key words. By doing so, students will come up with
explanations and will develop their elaboration skills, which will enhance their

understanding of the learned material. Itll therefore help later retrieval. Upon
completion, students will submit their summary to the teacher to make sure they
have understood concepts correctly and if any adjustments are needed.
Introduction to algebra in word problems: This activity requires the students to
transfer and retrieve information repeatedly, as we will use some information they
already know (learned in the last two lessons, or previously acquired) and apply
them to a completely new context. The students will be presented to mathematical
word problems, helping them develop higher-level thinking and problem-solving
skills. This activity is to be completed with the rest of the class, to ensure the
understanding of all, and students will be asked to resolve more complicated
examples in later assignments.
Translating a problem into mathematical equation: For this task, the students will
work in teams to elaborate on the information that is given in word problems. They
will be asked to translate it into a mathematical equation. In order to accomplish
this task, students will need to reflect. Itll help them organize the information found
in the problem in a way that can easily be translated. Through rehearsal, this
process will become easier for the students. Upon completion, the students should
have an equation for each word problem.
Translating and Solving: Students will individually translate word problems into
mathematical equations and that they will then solve. They must apply the
information that they have learned through these lessons. This will evaluate their
understanding of the concepts and allow them to retrieve prior knowledge from
their long-term memory to translate and solve these equations. In other words, this

task is a regroups all the concepts learned since the beginning to the taught topic.
We will therefore be able to assess the students evolution throughout the lessons.