Mandy Martin September 24, 2012 Grade 8, Absolute value 8th Grade Lesson on Absolute Value Goal(s)/Learning Objectives

Students will comprehend the meaning of absolute value and provide the absolute value of any given number. Standards CCSS.Math.Content.7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. CCSS.Math.Content.7.NS.A.1b Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts Materials/Resources Board work Hand out Grouping of Students for Instruction Students can work individually or with a partner Assessment Notes (2 points) Whom you want to assess and how you will do this. In other words, how will you determine if students have met todays learning Objectives Key Math Concepts (Big Ideas of Mathematics) [see article by Charles, located on Blackboard in the lesson planning folder for examples] DEFINITION: A Big Idea (or Key Concept) is a statement of a mathematics idea that is central to the learning of mathematics, one that links numerous mathematical understandings into a coherent whole. It is NOT a mathematical procedure or topic, such as solving simultaneous equations. There are several important components of this definition. First, a Big Idea is a statement; heres an example: Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value. State the Key Math Concepts (Big Ideas of Mathematics) of the lesson (2 points) Identify the main concepts the lesson develops Identify connections between these key math concepts and other areas of math (that are familiar to your students)

Description of Lesson: A. The Engage Activities (Before) (2 points): 1. How many steps does it take to get from here (desk, door, student, etc.) to the board. Have students count out with or count it yourself. Now how many steps does it take to go back to said location? Okay, is that always positive or always negative or both? Now thing about it on a number line At this point draw a number line on the board, with tick marks out to -5 and 5 ask for two volunteers, one stands at each respectively. Ask both students to walk towards 0 following up with, How many steps did Student A take? Student B? -Gets the students actively involved in discovering what the absolute value of a number is. 2. Introduce definition of absolute value. B. The Explore (During) Phase: 1. Description of the task (or problem to be solved). (2 points) Include ALL problems, questions, response sheets that will be used in the lesson. [If these are in the student textbook, provide a copy of the relevant pages.] Give detailed, step-by-step instructions on how you will implement the lesson plan and what students will do during the lesson. Include clear directions for activities. Make sure the activities relate to the content learning objectives. 2. Questions (2 points): Identify at least five questions that will drive student learning. Be sure that higher-level thinking questions are included and frames in open-ended ways. o List several hint Questions that you can ask stuck students to get them thinking and working in a productive direction 3. Extension activities or questions (2 points) These are for students who finish the activity early and have time for additional thinking (Extension activities should extend students thinking about todays math goals) Include all problems for the extension activity C. The Explain/Closure Phase (after) 1. Student Sharing ( 2 points): Explain how you will guide students to share the procedures or strategies they have used to solve the problems of the lesson. 2. Student Explanations (2 points): Explain how you will guide students to share what they have learned and connect their learning to key concepts. Identify questions that you will u se to elicit students understanding of the Key Concepts of the lesson. List several discussion questions connected to todays math goals These discussion questions should elicit the big ideas/Key concepts of the lesson Three Modes of Representation (2 points)

Show how you (or students) will show the big ideas/key concepts of the lesson or the structure of the problem in each of the three representation modes. All three modes should show the same concept/relationship. Diagrams and specific examples should be used to illustrate your use of representation in the lesson The three modes of representation are: Language (Words) for example, write the math problem out in words Symbols (numbers) for example, show the math equation that represents the above math problem Models (pictures or physical models) you must present the model with a picture or diagram. The picture or diagram should relate to the words and symbols used above. Craft your response so that it is similar to the example provided in class. Questioning (2 points) Reflect on the questions you have written for the lesson. Revise them if necessary base on the bullet points below. Do not write new questions for this section. Go back and examine the questions you have written above for various parts of your lesson.

Questions should focus students attention on important relationships and ideas. Questioning: Teacher questions are clearly worded, related to learning objectives, and at varying cognitive levels.

Adaptations & Accommodations (2 points) Describe how you would modify the lesson to accommodate the diverse needs of students in your class. Think about the students in your practicum classroom and consider the accommodations and adaptations that you would need to make for these students. Specifically describe what you will do to support these students in your lesson. Also state the specific needs of these students. If you believe there are no students in your class with any specific learning needs (such as on an IEP or a 504 plan), plan your lesson for the two students below: A student who is a recent immigrant to the US with limited fluency in English. A student with attention issues who is easily distracted, often leading to classroom disruptions. Reflection on teaching (2 points) Complete this section afer you have taught your lesson in your practicum classroom. Describe: what worked well what could be improved. Challenges you encountered, What you would change if you taught this lesson again. Citations If you did not develop this lesson plan on your own, please include acknowledgements of where you found the lesson plan ideas.

http://voices.yahoo.com/teaching-math-finding-absolute-value-number6775788.html Individual Lesson Plan Check

Do the learning targets, the state or national standards, the task you ask students to complete, your questions, and assessments (informal and formal) support each other in a consistent way? That is, are they all pointing toward the same student learning goal? If not What needs to change? Does the lesson plan assessment (informal and formal) support the learning targets of the lesson plan? If they dont, ask yourself: Do the learning targets need to change or does the assessment need to change? Have I used the required lesson plan format? Is it complete? Does your lesson include components that will allow you to score well on the Rubrics for EDCI Planning Assignment?
Unacceptable Needs Improvement Proficient Exemplary

14 or less

16

18

20

22

24

26

28

30

All components of the Lesson plan are included and addressed thoroughly. Learning targets are clearly identified and related to assessment. The mathematics content is developed in a meaningful way (connects to students lives). Lesson plan demonstrates the teachers conceptual understanding of the content. Lesson plan is developmentally appropriate for the grade level identified. *Questions focus students attention on important relationships and ideas. *Questioning: Teacher questions are clearly worded, related to learning objectives, and at varying cognitive levels. Learning activities are detailed and relate to the learning targets. Lesson plan shows a good understanding of how to motivate students to become actively engaged with the topic. *Students have opportunities to share and/or demonstrate what they have learned. Engage/Introduction: Engage activities are motivating, provide a clear introduction, and connect to students prior knowledge Worksheets and other student materials are relevant and appropriate and are included. Explore/Learning Activities: Explore activities are clearly described and are well aligned with the learning objectives Lesson plan makes connections to other content areas when appropriate.

*Explanation/Closure: Questions for the explanation discussion elicit student ideas about the key concepts of the lesson. *Representation of key concepts or relationships is demonstrated in all 3 modes.

Lesson plan has no spelling or grammatical errors. Lesson plan follows the Lesson plan format * Required Items Comments:

Lesson Plan Rubricfor EDCI 434

Each item is worth two points (Total 30 points) _____ Goals and Objectives: Goals and Objectives are clearly and correctly written. _____ Standards: Standards are correctly written and aligned with objectives. _____ Key Concepts: Key Concepts are correctly written and are aligned with objectives. _____ Materials, Resources, and Safety: Information about materials, resources, is included _____ Grouping of Students: Information about grouping of students is clearly described and well
matched to the lesson.

_____ Assessment Strategies: Appropriate forms of formative assessment are included that describe
in detail the skills and knowledge related to the content objectives and how these will be assessed.

_____ Engage/Introduction: Engage activities are motivating, provide a clear introduction, and
connect to students prior knowledge.

_____ Explore/Learning Activities: Explore activities are clearly described and are well aligned
with the learning objectives.

_____ Scaffolding Questions: Several questions are provided for use in the explore section. They will
be used to get struggling students moving in a productive direction.

_____ Explanation/Closure: Explanation activities are clearly described and are well aligned with
the learning objectives. They include questions to invite students to discuss their solutions and strategies, and to probe their understanding of these. _____ Discussion Questions: Includes cognitively high level questions to help students discuss the key concepts of the lesson.

_____ Extension: Extension activities are clearly described and are well aligned with the learning
objectives.

_____ Questioning: Teacher questions are clearly worded, related to learning objectives, and at
varying cognitive levels. _____ Representation: 3 forms of representation are clearly illustrated (using words, mathematical symbols, and a model) for a key concept of the lesson or for a central problem from the lesson.

_____ Adaptations & Accommodations: Describe how you would modify the lesson to accommodate the diverse needs of students in your class. _____ Teacher Reflection/Modification: The reflection is detailed and includes description of what
worked well, what challenges were encountered, and what