Lesson Plan

Mathematics 11th Grade

What do I want my students to learn?
Standards:
CCSS.Math.Content.HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its
context.
CCSS.Math.Content.HSA-SSE.A.1a Interpret parts of an expression, such as terms,
factors, and coefficients.
CCSS.Math.Content.HSA-SSE.A.1b Interpret complicated expressions by viewing one or
more of their parts as a single entity.
CCSS.Math.Content.HSA-SSE.A.2 Use the structure of an expression to identify ways to rewrite
it.
Reference for Standards and Objectives:
Mathematics, high school, algebra, seeing structure in expressions. (n.d.). Retrieved February 20,
2014, from Common Core State Standards Initiative website: http://www.corestandards.org/Math/
Content/HSA/SSE

Objectives:
1. The student will be able to interpret parts of an expression.
a. Terms, Factors and coefficients
2. The student will be able to characterize complicated expressions by distinguishing one or
more of their parts as a single.
a. Understand P(1+r)n as the product of P and a factor not depending on P.
3. The student will be able to use the structure of an expression to identify different ways to
rewrite an expression.
a. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing it as a difference of
squares that can be factored as (x2 y2)(x2 + y2).
Learning Targets:
1. I can identify what these terms mean: terms, factors, and coefficients.
2. I can recognize each of the single parts of an algebraic equation.
3. I can identify different ways to rewrite an expression to help me see ways to factor.
Purpose of Lesson: The purpose of an algebraic expression is to create an equation by
substituting letters in replace of items in order to solve it. This makes the purpose of the lesson to
be for the student to be able to recognize an expression having multiple parts in order to be able
to rearrange the expression in a way that can be useful when learning to factor. This is important
because factoring an equation helps to solve the equation and find the zeroes of the graph of the
equation.

How will I know they have learned it?

Assessment Plan: Informal Formative- Thumbs up/down, Minute Paper, Formal FormativeHomework Problems, Summative assessment- Test. Include the Assessment Plan form with these
assessments listed according to standard and objective or learning target.
Assessment FOR learning:
Informal Formative: After I teach the terms, Terms, Factors, Coefficients, I will have the
students do a Minute Paper where they write down in their own words or give an example of
each word. Once the minute is up, they will turn to their neighbor and tell them what they
have/give each other feedback. This way students are engaging in discussion to help them
remember and learning from each other if they didnt get it. As I am teaching, I will give students
examples of equations that they must identify parts to and rewrite to try on their own. Once they
are finished, I will give the correct answer and ask students to give me a thumbs up/down if they
also got the answer. If there are no thumbs down, we can move on. If there are thumbs down, I
will go through the problem with the whole class so they will know where they went wrong and
how to fix it next time.
Formal Formative: I will assign a take home sheet for students to bring back to class the next
day. This they will turn into me, which gives me the opportunity to give each student descriptive
feedback about their progress towards reaching each objective. I can use this data to see where
students are at as far as who got it and who didnt get it. With this, I have the opportunity to reteach parts that were not understood as well as use scaffolding techniques, such as ask harder
questions or questions that lead into what we would be learning next (which would be factoring).
Differentiation (Formal): If a learning target does not seem to be achieved, I can re-visit the
target with the class. After I grade the take home sheet, I will collect data in a manner that
displays for me what problems were missed by the most students and which problems most
students got correct. With this information, I can decide which learning targets were hit and
which ones were missed. This will lead me to re-visit the objectives the students didnt
understand as a class, maybe from a different approach, in order to help them understand tha
concepts.
Assessment OF learning (Summative): In order to know whether students achieved the
objectives or not a test will be given. (The test given would contain information of more than the
given learning targets, but for the sake of having a summative assessment for this lesson, we will
assume that this lesson is the only one being tested over.) After grading the test, I will record the
data in a fashion that shows what students had the most trouble with and what they understood.
This will be done by figuring out what problems were missed the most, and what problems
werent missed at all. With this information, I will be able to tell what learning targets were hit
and which ones were missed.
Differentiation (Summative): A way that I can ensure students who did not understand after
taking the test achieve the learning target before we move on to the next lesson is to allow
students to fix the missed problems on their test and turn it back in for half credit. This way
students have the opportunity to fully understand what they were having trouble with.

Introduction: I need a volunteer to come up to the front of the classroom. Okay, as you can see
this persons body is made up of different parts. He has arms, legs, hands, and feet. His body can
function without all the parts and still be considered a body. Everyone has differences in their
body types, different arm sizes and leg lengths, but they are all still bodies. Just the same,
expressions have different parts that can make up the expression. The coefficients of expressions
can be different numerical values, and the terms can vary, but still make up an expression.
Plan for instruction:
My approach to teaching this lesson is a mix of a social cognitive and a behaviorist approach.
Through teaching the lesson I plan to be direct and structured when giving them notes to take. I
also plan on modeling the examples and having the students reflect and try for themselves what
is model. As I begin the lesson, I will write out the definitions for coefficients, terms, and factors
as well as give examples for them. After going over these for the first time, I will have students
do a minute writing where they write down in their own words or give an example of each
word. Once the minute is up, they will turn to their neighbor and tell them what they have/give
each other feedback. This way students are engaging in discussion to help them remember and
learning from each other if they didnt get it. As I am teaching, I will give students examples of
equations that they must identify parts to and rewrite to try on their own. Once they are finished,
I will give the correct answer and ask students to give me a thumbs up/down if they also got the
answer. If there are no thumbs down, we can move on. If there are thumbs down, I will go
through the problem with the whole class so they will know where they went wrong and how to
fix it next time.
Content:
Term: A single number, variable, or numbers and variables multiplied together
EX: 4x
Coefficient: A numerical number or constant factor in an expression
EX: 3xyz- 3 is the constant
Factors: An integer that divides into another integer exactly.
EX: 2 is a factor of 8 because it divides evenly into it
Factors of 8: 1,8,2,4
Example: 2x+4yx+3y
2x, y, 4xy, and 3y are the terms of the expression
The equation can be rewritten as 2x+y(4x+3) or 2x(x+2y)+3
2*2 is a factor of 4, and 2*1 is a factor of 2 so we were able to pull a 2 out of 2x and 4yx.
Example: (x)+(Y)
X and y are the terms of the expression
The equation can be rewritten as (x)+ (y)
3*3 is a factor of 9 so we were able to take the 3 out of 9.

Closure: If we try and think about expressions not as a whole, but as individual parts that make
up the whole, we can have a better understanding of what each part does to change the
expression. Just as we see the difference between what our arms do for our body and what our
legs do, we should be able to see that having 4x in the expression 4x(3+y) will make the
expression different from 7x(3+y) but that they are both expressions with similar terms, just with
a different coefficient on the x. I am passing out this homework sheet for you guys to turn in at
the beginning of class tomorrow. Feel free to work with a homework buddy if you are having a
hard time with it, as well as come to see me after school of you want extra help.