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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.
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
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.
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/
-Go to Algebra 1
-Watch 2 videos
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.
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
Select theme
Turn in assignment
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.