Name: Matt Weaver Subject Area: Social Studies Grade Level: 7th MCC6.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.

Resources Used for Planning/Materials Needed Georgiastandards.org; power point program; smart board technology Section II - A description of the learning objective, means of assessment, plans for differentiation, and materials necessary for teaching the lesson. Learning Objective The students will be able to apply the distributive property in mathematics to express equivalent expressions Assessment/Progress Monitoring Daily assessment through quizzes and a paper and pencil test at the end of the lesson will be taken by the students. Differentiation Smart board technology will be used for students with visionary access. Also, handouts will be given and computer access will be allowed for students to take quizzes online. Special Education Accommodations Pencil grips and slant boards will be given to student(s) that need them, along with calculators. Section III - A step-by-step description of the lesson presentation. Opening the Lesson/Introduction These components may be combined, depending on lesson content; this section of the lesson should be brief but thorough.

 Gain Students' Attention/Focusing Activity- Who here can tell me anything about the distributive property and how its used? State Behavioral Expectations Students will stay quiet and watch the powerpoint and work on the handouts at their desks quietly Connect to Prior Knowledge/Review Yesterday we worked on the F.O.I.L. method. State Lesson Objective and Purpose; Anticipatory Set Today, we will work on further distribution and how the distributive property applies to achieving equivalent equations Conducting the Lesson These components involve clear presentation of the lesson objective, followed by practice, using gradual release of responsibility (scaffolding of instruction). Differentiation of the lesson presentation and/or practice activities should be indicated. Modeling ("I do it") I will show the students on the smart board how to use the distributive property and how to solve a problem using the distributive property Guided Practice ("We do it") I will help the students solve through a series of distributive property problems, making sure they understand the concepts before moving forward. Independent Practice ("You do it") The students will work on handouts at their desks solving problems using distributive property Closing the Lesson This section provides a summary of the day's lesson, as well as connecting the lesson to future learning. Review/Summary Today, the students mastered how to use the distributive property to solve equivalent equations. Preview Future Content Tomorrow, we will review and take a quiz on distributive property Assign Independent Practice n/a After the Lesson Todays lesson went very well, with the students being very engaged in the lesson and mastering the content.