I.S.

73Q Lesson Planning Template (Scaffolded)

Teacher: Paula T. Corsi Subject/Unit: Math/Algebra
Lesson: Translating
Algebraic Expressions,
Equations & Inequalities
New York State Learning Standard(s) Big Idea/Understanding
8.A01 Translate verbal sentences into algebraic
inequalities  Many problems can be decoded to
8.A02 Write verbal expressions that match given determine which operation may best be
mathematical expressions
used to solve it.
7.A01 Translate two-step verbal expressions into
algebraic expressions

Aim / Teaching Point / Lesson Potential Student Misconceptions

Objective
How can we use key words to
translate algebraic expressions,
equations and inequalities?
 Students might confuse the order of the subtrahend
and the minuend when presented with the term “x
less than y”. Writing the
expression/equation/inequality one step at a time.
 Students have difficulty relating “at least” or “at
most”. Substitute with an everyday life example with
which they can relate. “You have to be at least 17 to
drive a car. Can you drive at 17? Can you drive when
you’re more than 17? Can you drive when you’re less
than 17?”

Pre-/Formative Assessment Data Source(s) Differentiation Elements

Entrance  Homework  Student self-
card  Discussion assessment Differentiated by According to students’
prompt(s)  Notebook  Journal
 Exit card  Content  Readiness
check  Diagnostic
 Survey  Warm-up assessment
 Process  Interest
 Inventory  Graphic (Acuity)  Product  Learning Profiles
 K-W-L Organizer  Quiz/Test  Learning  Affect
 Observatio  In-class  Rationale Environme
n notes activity piece nt
 Conferenci  2009 NYS
ng notes Math Exam

Connection

Template created by Jessica Hockett, University of Virginia/ASCD

Based on the instructional models of Lucy Calkins & Carol Ann Tomlinson
Warm Up: When students enter the room they will see a board
of post it notes with different “Math Code Words”
Add Subtract
printed on them. They will be asked to go pick a post-it + -
from the board and place it in the correct box on a
chart. Boxes are labeled with the four operations and Multiply Divide
equation and inequality. Boxes will also be labeled with × ÷
the corresponding symbols. Students will be
challenged to talk to their group to determine where Equation Inequality
the words that were not chosen belong. = ≤, ≥, <, >

Template created by Jessica Hockett, University of Virginia/ASCD

Based on the instructional models of Lucy Calkins & Carol Ann Tomlinson
 Teaching / Modeling Questioning
1. I will model an inequality for the students. “Five Let’s figure out what “at least” really
plus triple a number is at least forty-three.” 3n + 5 ≥ means. If you have to be at least 43
43 inches to ride the Bizarro coaster at
2. Students will engage in guided group practice for Great Adventure.
the following problem:  Can you be = to 43 inches?
“Bob is four years younger than double  Can you be less than 43
his sister’s age (a). If Bob is 16, how old inches?
is his sister?”  Can you be more than 43
With their groups they will be asked to: inches?
 Underline the key words.
 Match each word with a sign/symbol.
 Use the numbers/variables/signs/symbols to
write equations.
Active Engagement & Link
What will Active Engagement involve? What will the
students e doing, and how will they do it?
What Link will you make between what the students
have done and what they will do in the work time?
Work Time Work Time Grouping & Management
Each student will get a task card for them to work on Work Time / Conference groupings (if
with the help of their group. There are three levels of applicable) are:
cards which correspond to the three levels of functioning
of the students in the room. Homogeneous

Lower Level Mid-Level High Fliers Heterogeneous

Students who Students who Students who can
answered answered Acuity do basic With students working
translation and NYS test translations as Individually
questions questions well as flip-flops.  In partners
incorrectly on NYS correctly that  In triads / quads
Math Exam as well didn’t involve In ____________
as on Acuity inverting
Exams. operations (“flip- Other Management Provisions:
flops”) Students will be conference with in
4 questions 4 questions 4 questions the order in which they may be
• Simple • Moderate • Moderate/ confronted with difficulties.
Inequalities Inequalities Challenging Hint cards will be available should the
Inequalities students need a little nudge in the
• Two basic • Two basic
correct direction for answering the
problems problems • Two basic
questions.
• Two story • Two word Problems
Early finishers will work on anchor
problems problems • Two word
activities.
• One flip-flop • Flip-flops Problems
• One • Flip-flops
Division/Fraction • One Distributive
Property
Conferencing Focus (during Work Time)
Based on their performance on both the 2009 NYS Math Exam as well as the Acuity ITA and
Predictive Exams.
Low level Groups
Skill: How to match words with operations when you have non-traditional key words.
Strategy: Equate to real life. Substitute a question (if you’re younger than me, is your age more
Template created by Jessica Hockett, University of Virginia/ASCD
Based on the instructional models of Lucy Calkins & Carol Ann Tomlinson
 or less than mine?)

Mid Level Groups

Skill: Finding the correct order for the minuend and the subtrahend as well as other “flip-
flopped” operations.
Strategy: Write it separately after each phrase. One bite at a time.

High Level Groups

Skill: Expressing the distributive property in inequalities.
Strategy: Look for the words “sum”, “product”, “quotient”, “difference”. Try to solve it out.

Template created by Jessica Hockett, University of Virginia/ASCD

Based on the instructional models of Lucy Calkins & Carol Ann Tomlinson
 Share Time / Closure Formative Assessment Sources
 Students will solve an exit card. They  Student task cards will be collected in
will have to match a story from the order for me to evaluate how well they
board with an equation/inequality from are identifying key words and
the board. interpreting symbols.
 Student exit cards will help me to see
a) 2d + 5 <
20
b) 7- Four times a number
plus two is less than
which students will need more help with
d ≥ 25 this topic.
twenty-eight.
c) 2d + 5 > d)d - 7 ≥ 25 Seven less than a
20 number (d) is at least
25.
Olivia is writing a
paper that must be
f) 4d + 2 < more than 20 pages
e) 7 - d ≤ 25
28 long. She has written
5 pages and will write
2 pages each day (d).
g)d - 7 ≤ 25 h)4(d + 2) Four times the sum of
< 28 a number plus two is
less than twenty-
eight.

Homework
Red workbook – Page

Template created by Jessica Hockett, University of Virginia/ASCD

Based on the instructional models of Lucy Calkins & Carol Ann Tomlinson