5E Lesson Plan Ideas

Subject area/course/grade level (2 points):

Math/Algebra 1/9th grade
Standards (State and ISTE Standards for Students) (2 points):
State:

9-12.A-SSE.2 Use the structure of an expression to identify ways to rewrite it.

Simplify variable expressions using properties (A1-H.3)

Differentiated Insruction:

Write, read, and evaluate expressions in which letters stand for numbers. [6-EE2]

Write expressions that record operations with numbers and with letters standing for numbers. [6-EE2a]

Knowledge Constructor:

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves and others.

Objectives (2 points):
Students will be able to solve one step algebraic expressions
Differentiated Instruciton: Students will be able to identify expressions with numbers and letters
Differentiation Strategies (2 points):
How will the lesson address the various learning styles of the students and the needs of those with special needs?

Students will be grouped with partners. Teacher and collaborative teacher will co-teach to help students with
learning disabilities. Extra help will be given by the teacher for the slower learners as the collaborative teacher
assist other students. Differentiated instruction will be given by lowering the Algebra 1 level to basic math level.

Day #1 ENGAGEMENT (18 points):

Watch the following youtube video.

https://www.youtube.com/watch?v=KdxEAt91D7k

Discuss it with the students. How many feels like this in math class? Listen to the responses. Some students will feel
just as lost as the students and teacher in the video. This happens when a new concept is being introduced.

Watch the youtube video called Algebra Basics: Solving Basic Equations part 2 By Math Antics.

https://www.youtube.com/watch?v=Qyd_v3DGzTM

Approved January, 2013

After watching the video, pass out the provided worksheet. Allow the students to get into their assigned group. I have
provided a list of the student’s partners to reduce confusion. Give the students 20 minutes to complete the assignment
working with their partners. When time is up, choose students to write problems on the board and discuss the answers.
Continue until each student has had a chance at the board. Encourage students at their desk to discuss their opinions
on the answers.

Day #2 EXPLORATION (18 points):

Assignment #1

Have students go to the website cool math games. Choose Trivia on the yellow ribbon (in the top center of the site).
Students will work together with their assigned partner. Students will pick 3 trivia games each (total of 6) and
document their scores on their spreadsheet. This activity will be used as an ice breaker for working with partners.

https://www.coolmathgames.com/

To create a spreadsheet the students will go to excel on their lap top. The spreadsheet should include a title, the date,
each student’s name, trivia games chosen to play, scores of each game and comparison of the results.

The students will take turns answering the trivia questions and documenting the results. There should only be one
spreadsheet per group.

Finally, save the spreadsheet as Trivia2019 and email it to me at modom@uwa.edu.

Assignment #2

-Have students go to the khan academy website using their laptops. This is an individual assignment for each student.

https://www.khanacademy.org/

Approved January, 2013

-Choose Learner, start here

-Go to Algebra 1

-Go to Solving Equations

-Watch 2 videos

 Variables, expressions and equations

 Testing solutions to equations
-Click blue tab START to begin testing solutions to equations..

In this assignment, students will receive extra instruction time to fully gain understanding of the new concept. Teacher
will monitor the students and assist using one on one time with slower learners.
For differentiated instruction students may choose the basic math level instead of Algebra 1 level and watch 2 videos
then complete the test.
Day #3 EXPLANATION (18 points):

https://prezi.com/view/8WXPoFV3czMUh6W2ptyV/

This prezi presentation will review important mathematical terms, definitions, properties and equations being
introduced this week. The students will watch the prezi and take notes.

Day #4 ELABORATION (18 points):

Assignment #1 Individual project

The students will go to the website Word it Out to create a word cloud
https://worditout.com/word-cloud/create
Choose create
List 5 math terms or equations and 5 words that describe how you feel about math
Click generate
Use the snip it tool to take a screenshot of the word cloud
Email the screen shot to me at modom@uwa.edu

The teacher will show the students the example.

Assignment #2 Group project

Approved January, 2013

Students will be divided into groups with their assigned partners to create one set of bingo cards

Students will go to the website My Free Bingo Cards

https://myfreebingocards.com/bingo-card-generator

Choose Bingo Card Generator

Create a title
Type in the list of Math terms, definitions, and expressions.
Teacher will give students the list of Math terms, definitions, and expressions expected to create the bingo card

Select theme

Click Next step

Bingo Card Preview page, Choose Print 30 Bingo Cards Free

Teacher will show students the example of the Bingo Card

Turn in assignment

Day #5 EVALUATION (18 points):

Rubric for Group Project
This rubric assesses the Bingo Card group project. Students are required to create a bingo card referencing
mathematical terms, definitions, properties and equations learned this week.

Rubric for Individual Project

Approved January, 2013
This Rubric assesses individual assignment creating a word cloud. The students are required to create a bingo card
referencing mathematical terms, definitions, properties and equations learned this week.

Formative Assessment
https://create.kahoot.it/details/evaluate-expressions/9038cdcf-de21-4faf-8700-d56b55dd5b87
This formative assessment will be used to assess the knowledge gained during the lesson. The assessment covers
mathematical terms, definitions, properties and equations learned this week.

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013