Professional Documents
Culture Documents
Content Objectives:
Students will understand the concept of equivalent expressions by rewriting algebraic expressions to
determine if they are equivalent.
Students will identify two expressions that are equivalent by rewriting them into different forms.
Students will use variables to solve a real world problem.
Materials:
Paper
Dice
Student Worksheet (following this lesson plan)
Variable Cards (following this lesson plan)
Exit Ticket (following this lesson plan)
Supplementary Materials:
Re-Teach (7.3)
Key Vocabulary:
Simplify
Coefficient
Like Terms
Equivalent Expressions
Main Teaching Grouping of Like Terms Physical Teacher will rotate Reteach (7.3)
Section Activity around room during both
Content Objectives: Interaction Find your Match activities to determine if
Language students are needing
extra help. Some groups
Objectives: On a piece of paper, students
will need more help with
will write an a, b, c, or a
the subtraction/negative
number. If students wrote a problems, so the teacher
letter, they will also be will check back with
instructed to write a them often and help
coefficient in front of it. them to better
Students will be asked to find understand these
others who choose the same problems with a more
letter (or a number). Once in a hands-on approach or a
concrete real-world
group with all others like
examples (owing
them, students will need to
someone money is a
combine all of their terms by great way to think about
adding the coefficients. negatives/subtraction).
Partner Activity
Hands-On Card Sort If groups of
Students will be given a bag students are
of variable cards. There will struggling, they
be a mix of numbers (addition can be guided to
and subtraction) and a mix of do color coding to
variables and constants. reinforce what like
Students will roll two dice to terms are and how
determine the number of to identify them.
cards they pick out of the bag.
Pick the designated number
of cards and sort them into
like terms using the desk
surface to organize the
different piles.
Combine the like terms to
determine the final coefficient
for each variable.
Use the student worksheet to
record answers.
What went well with the lesson: Overall, I think that this lesson went as planned. From my
observations while walking through the room, students were doing a great job with both the
content and the language objectives for the day. From observations, most students are showing
SIOP Strategies: I used a lot of interaction strategies for the lesson. I do think that I could have
included more strategies that required collaboration and then a whole group
reflection/discussion.
Student interactions: For the most part, students did stay on task and work with their table
partner on the activity. The lesson took place during 6th hour on a Friday, so naturally the
students had a harder time staying focused as opposed to another day/time. I heard a lot of
good conversations between students and I noticed that when a student was struggling their
partner did make a good effort to help them or to explain in a different way.
Teacher-Student Interactions: When helping students, I focused on using the correct vocabulary
and asking open-ended questions. Personally, this is something that I am really working on
throughout all of my lessons. When asking open-ended questions during this lesson, I found
that students were able to arrive at the answer themselves, gaining confidence about the skills
we are practicing.
What I would change: Like most lessons, I wish I had more time. I would have liked to spend
more time discussing patterns, challenges, and reflections from both of the main activities for
the day. Because I taught this lesson in a class period earlier the same day, I was able to reflect
on the time spent in each activity and change a few parts of the lesson before teaching the
recorded lesson. I also wish that I would have included some sort of a writing activity. I focused
a lot on collaboration and interaction, but wish that writing also found its way into the lesson.
Names: __________________________________ and ___________________________________
List the cards you draw here: Write the simplified expression here:
+ y + 2y + 5y
+ x + 2x + 3x
+ 1 + 2 + 3
+ 1 + 2 + 3
- y - 2y - 3y
- x - 2x - 3x
+ 4 + 5 + 6
- 1 - 2 - 3
+ w + 2w + 3w
-w - 2w - 3w
Sort each of the five expressions below into the chart Sort each of the five expressions below into the chart
given given
x + x + 3x and 2x + 3x x + x + 3x and 2x + 3x
2x + 3 and 3 + 2x 2x + 3 and 3 + 2x
5x + 4x 3x and 3x x + 3x 5x + 4x 3x and 3x x + 3x
15 + 4x 10 x and 5 + 5x 15 + 4x 10 x and 5 + 5x
a + b + 1 and b + a + 1 a + b + 1 and b + a + 1
Sort each of the five expressions below into the chart Sort each of the five expressions below into the chart
given given
x + x + 3x and 2x + 3x x + x + 3x and 2x + 3x
2x + 3 and 3 + 2x 2x + 3 and 3 + 2x
5x + 4x 3x and 3x x + 3x 5x + 4x 3x and 3x x + 3x
15 + 4x 10 x and 5 + 5x 15 + 4x 10 x and 5 + 5x
a + b + 1 and b + a + 1 a + b + 1 and b + a + 1