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Teacher: Paula T. Corsi Subject/Unit: Math/Algebra

Lesson: Translating

Algebraic Expressions,

Equations & Inequalities

New York State Learning Standard(s) Big Idea/Understanding

8.A01 Translate verbal sentences into algebraic

inequalities Many problems can be decoded to

8.A02 Write verbal expressions that match given determine which operation may best be

mathematical expressions

used to solve it.

7.A01 Translate two-step verbal expressions into

algebraic expressions

Objective

How can we use key words to Students might confuse the order of the subtrahend

translate algebraic expressions, and the minuend when presented with the term “x

equations and inequalities? less than y”. Writing the

expression/equation/inequality one step at a time.

Students have difficulty relating “at least” or “at

most”. Substitute with an everyday life example with

which they can relate. “You have to be at least 17 to

drive a car. Can you drive at 17? Can you drive when

you’re more than 17? Can you drive when you’re less

than 17?”

Entrance Homework Student self-

card Discussion assessment Differentiated by According to students’

prompt(s) Notebook Journal

Exit card Content Readiness

check Diagnostic

Survey Warm-up assessment

Process Interest

Inventory Graphic (Acuity) Product Learning Profiles

K-W-L Organizer Quiz/Test Learning Affect

Observatio In-class Rationale Environme

n notes activity piece nt

Conferenci 2009 NYS

ng notes Math Exam

Connection

Based on the instructional models of Lucy Calkins & Carol Ann Tomlinson

Warm Up: When students enter the room they will see a board

of post it notes with different “Math Code Words”

Add Subtract

printed on them. They will be asked to go pick a post-it + -

from the board and place it in the correct box on a

chart. Boxes are labeled with the four operations and Multiply Divide

equation and inequality. Boxes will also be labeled with × ÷

the corresponding symbols. Students will be

challenged to talk to their group to determine where Equation Inequality

the words that were not chosen belong. = ≤, ≥, <, >

Based on the instructional models of Lucy Calkins & Carol Ann Tomlinson

Teaching / Modeling Questioning

1. I will model an inequality for the students. “Five Let’s figure out what “at least” really

plus triple a number is at least forty-three.” 3n + 5 ≥ means. If you have to be at least 43

43 inches to ride the Bizarro coaster at

2. Students will engage in guided group practice for Great Adventure.

the following problem: Can you be = to 43 inches?

“Bob is four years younger than double Can you be less than 43

his sister’s age (a). If Bob is 16, how old inches?

is his sister?” Can you be more than 43

With their groups they will be asked to: inches?

Underline the key words.

Match each word with a sign/symbol.

Use the numbers/variables/signs/symbols to

write equations.

Active Engagement & Link

What will Active Engagement involve? What will the

students e doing, and how will they do it?

What Link will you make between what the students

have done and what they will do in the work time?

Work Time Work Time Grouping & Management

Each student will get a task card for them to work on Work Time / Conference groupings (if

with the help of their group. There are three levels of applicable) are:

cards which correspond to the three levels of functioning

of the students in the room. Homogeneous

Students who Students who Students who can

answered answered Acuity do basic With students working

translation and NYS test translations as Individually

questions questions well as flip-flops. In partners

incorrectly on NYS correctly that In triads / quads

Math Exam as well didn’t involve In ____________

as on Acuity inverting

Exams. operations (“flip- Other Management Provisions:

flops”) Students will be conference with in

4 questions 4 questions 4 questions the order in which they may be

• Simple • Moderate • Moderate/ confronted with difficulties.

Inequalities Inequalities Challenging Hint cards will be available should the

Inequalities students need a little nudge in the

• Two basic • Two basic

correct direction for answering the

problems problems • Two basic

questions.

• Two story • Two word Problems

Early finishers will work on anchor

problems problems • Two word

activities.

• One flip-flop • Flip-flops Problems

• One • Flip-flops

Division/Fraction • One Distributive

Property

Conferencing Focus (during Work Time)

Based on their performance on both the 2009 NYS Math Exam as well as the Acuity ITA and

Predictive Exams.

Low level Groups

Skill: How to match words with operations when you have non-traditional key words.

Strategy: Equate to real life. Substitute a question (if you’re younger than me, is your age more

Template created by Jessica Hockett, University of Virginia/ASCD

Based on the instructional models of Lucy Calkins & Carol Ann Tomlinson

or less than mine?)

Skill: Finding the correct order for the minuend and the subtrahend as well as other “flip-

flopped” operations.

Strategy: Write it separately after each phrase. One bite at a time.

Skill: Expressing the distributive property in inequalities.

Strategy: Look for the words “sum”, “product”, “quotient”, “difference”. Try to solve it out.

Based on the instructional models of Lucy Calkins & Carol Ann Tomlinson

Share Time / Closure Formative Assessment Sources

Students will solve an exit card. They Student task cards will be collected in

will have to match a story from the order for me to evaluate how well they

board with an equation/inequality from are identifying key words and

the board. interpreting symbols.

Student exit cards will help me to see

a) 2d + 5 <

20

b) 7- Four times a number

plus two is less than

which students will need more help with

d ≥ 25 this topic.

twenty-eight.

c) 2d + 5 > d)d - 7 ≥ 25 Seven less than a

20 number (d) is at least

25.

Olivia is writing a

paper that must be

f) 4d + 2 < more than 20 pages

e) 7 - d ≤ 25

28 long. She has written

5 pages and will write

2 pages each day (d).

g)d - 7 ≤ 25 h)4(d + 2) Four times the sum of

< 28 a number plus two is

less than twenty-

eight.

Homework

Red workbook – Page

Based on the instructional models of Lucy Calkins & Carol Ann Tomlinson

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