Professional Documents
Culture Documents
Subject: Math
Unit: A-CED
Differentiation
(What
will
you
do
to
meet
the
needs
of
students
at
these
different
levels?)
Approaching
On-level
Beyond
Curriculum
Integration
(Does
this
lesson
correlate
with
any
other
content
area?
Describe.)
Correlates with English. Students must be able to comprehend what they are reading in order to create an equation.
Materials
Worksheet
1
Procedures/Strategies
Day
1
(add
additional
days
as
needed)
Sponge
Activity
(activity
that
will
be
done
as
students
enter
the
room
to
get
them
into
the
mindset
of
the
concept
to
be
learned)
Markers
Hangman
Worksheet
Students
will
receive
a
hangman
worksheet,
which
we
will
play
as
a
class
in
order
to
familiarize
students
with
some
of
the
vocabulary
we
will
be
using.
When
hangman
is
completed
tell
the
class
that
These
are
some
of
the
terms
we
will
come
across
in
todays
lesson
Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
Activating
Prior
Knowledge
(what
information
will
be
shared
with/among
students
to
connect
to
prior
knowledge/experience)
SMA
Jacobs
Page 1
Is-
equals
More-
addition
Less
subtraction
Times
multiplication
Quotient-
dividing
Modeling-
We
(the
teachers)
will
solve
the
below
examples
on
the
whiteboard
to
demonstrate
how
to
construct
an
equation.
Make
sure
that
you
1.
SMA
Jacobs
2 + = 5
= 3
Page 2
2. 20
less
than
6
times
a
number
is
46.
-My
LHS
is
6x
20
because
20
less
than
means
you
are
subtracting
20
from
that
value
-My
RHS
is
46
Check!
6(11)
20
=
46
66
20
=
48
66
=
66
6 20 = 46
6 = 66
= 11
Check
For
Understanding-
Does
everyone
understand
each
of
the
steps
that
we
did
in
the
last
2
examples?
Guided
Practice
(how
students
will
demonstrate
their
grasp
of
new
learning)
Write
the
equations
below
on
the
board
and
have
students
come
up
and
solve
them.
Have
them
explain
their
thinking
after
each
step.
Make
sure
they
check
their
work!
1. Twice
a
number,
decreased
by
29
is
7.
Taking
twice
a
number
and
decreasing
that
value
by
29
2 29 = 7
-
Should
identify
LHS
and
RHS
2 = 36
= 18
Check!
2(18)
29
=
7
7
=
7
2. The
quotient
of
39
and
a
number
is
3
!"
!
39 = 3
= 13
Independent
Practice
(what
students
will
do
to
reinforce
learning
of
the
lesson)
We
will
have
students
work
on
Worksheet
Number
1.
The
entire
sheet
is
to
be
completed
for
homework.
If
you
get
stuck
at
home
try
your
best,
and
write
down
on
the
worksheet
where
it
is
you
are
having
difficulty.
Walk
around
the
room
and
make
sure
students
stay
on
task
/
answer
any
questions
that
may
arise.
SMA
Jacobs
Page 3
Explain
how
full,
partial,
and
no
credit
works
based
upon
the
criteria
below:
The
following
must
be
included:
Identifying
LHS
and
RHS
Setting
up
and
solving
the
equation
Check
Full
Credit:
All
3
components
are
included
(2
points)
Partial
Credit:
2
components
included
(1
point)
No
Credit:
1
component
included,
or
worksheet
incomplete
(0
points)
Closure
(action/statement
by
teacher
designed
to
bring
lesson
presentation
to
an
appropriate
close)
We
will
ask
the
following
questions
1.
When
reading
a
word
problem,
what
does
the
word
is
usually
mean?
2. What
are
the
benefits
of
creating
an
equation?
SMA
Jacobs
Page 4