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TEACHER: John Snell

DATE 11/28/16
OBJECTIVE: TEKS- 8. 8(a)(b)
Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards.
For the students benefit, explain what students will be able to do by the end of the lesson and why these objectives
are important to accomplish

The student should be able to translate an English Statement into an Algebraic Expression/Equation. The student should then be
able to use these skills to help them solve real world problems.
Materials/Resources/Equipment Needed:

Paper, Pencils, White Board Plate, Index Cards, Worksheet, Keywords Reference Sheet
Instructional delivery (What information is essential for the student to know before beginning and how will this
skill be communicated to students? This is the section where you explicitly delineate how you will present the
lesson. Direct instruction? Small group? Centers? The instruction could include a variety of instructional
delivery methods.)

Comprehensive Arithmetic skills and the ability to balance Algebraic equations will be needed for this lesson. Arithmetic
skills will be assessed through a Math Minute exercise involving percentage and order of operations problems as well as
Math Magic. A flip component will be used to introduce the concept of translating English to Algebra. A brief overview of
how to find the key words in a sentence will be discussed using a table of synonyms of: addition, subtraction, multiplication,
division, equality, and variables. The class will work together to construct basic Algebraic expressions given an English
statement. Students will then work in groups of two through Quiz-Quiz-Trade, where one student writes an English
statement while the other translates and vice versa. As a class, we will go over a few real-world Math problems, and will use
algebra to translate and solve them. For a final assignment, students will sit in a circle and use their own English to Algebra
problems to quiz each other. They will use white board plates to translate. I will end the lesson by saying that Math is like
language to be learned, and that symbols are used to described and help us better understand real world phenomenon.

(extract or draw attention to prior understandings

and knowledge; determine what new knowledge will be built on existing knowledge; and demonstrate transferring
Prior Understanding/Knowledge Transference (ELICIT)

The class will be challenged through Math Minute to solve various percentage and order of operations problems.
The students will use mental math and write their answers on white board plates. These skills will be necessary to
participate in the lesson.
Anticipatory Set (ENGAGE): (Before you dig into the meat of your lessons instruction, set the stage for
your students by tapping into their prior knowledge and giving the objectives a context. What activities will
you use to focus students on the lesson for the day?)

The concept will be introduced through Math Minute. Math Magic will be used to engage the students, while they
write the Math Magic answer on the white board plate.
(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They
receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words.

The students will be given a translation table to help them identify the key words needed to translate an English
statement into an Algebraic expression and a worksheet with the problems to solve. The class will work together to
translate an English to Algebra problem and then will be split into groups of two to translate another. The class will
work together to translate an Algebra to English problem and then will be split up into groups of two to translate
7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)

Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you
taught them through the instructional delivery)

The Flip component will be used as a start stop tool. As we go through the video I will stop it to delve deeper into
specific units. The flip component will consist of: The Math Magic problem, and translating both English to Algebra
and Algebra to English. With this video, I will show the students how find the keywords of a problem to translate it.
The students will follow along using a worksheet and their Keyword Table sheet.
Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure
they have mastered the skill without teacher guidance.)

The class will do Quiz-Quiz-Trade in groups of two to translate problems created by each other. They will
write two problems to be translated on index cards.
The class will do a Round Robin exercise, where one students creates a problem (either Algebra or English).
The other students are to translate the problem with their white board plate.

Transfer of Learning (EXTEND): ( transfer one concept to another; transfer subject to subject; or
application to a new context)

The class will work together to translate a banking problem using Algebra and will use substitution to find the total
interest earned after year of investment.
If there is time
(The class will work together to solve a perimeter problem using algebra)
Check for Understanding (EVALUATE): (Identify strategies to be used throughout the lesson to determine
if students have learned the objective FORMATIVE Evaluation.)

Students will be evaluated throughout by: observing their small group activity, and assessing understanding during
class discussion.
Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap
up the lesson by giving the lesson concepts further meaning for your students?)

The class will do a Round Robin exercise, where a student will use their QQT (English to Algebra) problem to have
the other students translate it using their white board plate. I will end the lesson by saying that Math is like language
to be learned, and that symbols are used to described and help us better understand real world phenomenon.

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)

Post-Teaching Reflections for each component of the 7-E Model:

The math minute activity was meant to reinforce the order of operations and percentage skills needed for the
lesson. The students were having a difficult time doing the problems mentally so they worked it out on the white
boards. Also, I skipped the percentage problem for time. I could have made the activity more engaging by
adding a competition element to it.
The concept of translating English to Algebra was going to be done through the math magic trick, however, I
neglected to tie it back into the lesson due to time.
The class understood how to do assignments. In their groups, they were able to translate the problems without to
much difficulty.
The flip component explained how to do one problem on going from English to Algebra and then one from
Algebra to English.
On their note cards, the class constructed their own problem to be translated. Not too help was given from me
other than checking their problem. They all did well quizzing each other.
The finance problem was difficult at first to translate. However, they understood the translation after we worked
on it as a class. The other problem was used to illustrate the need for Algebra in more than just finance. I had a
difficult time transitioning from the extend to the closure.
The class was evaluated through formative assessments. They were either assessed through: the worksheet
problems, class participation, and the quiz-quiz-trade.
The closure was intended to have the class think about how algebra makes solving mathematical problems
easier. However, I rushed this because of time.

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)