Teacher: Mr.

Leonard

Lesson # in Unit: 1

Date(s)

Period (s): Lesson Topic: Expressions&Variables

By the end of the lesson, students will be able to: Understand how to comprise both numbers and variables together with at least
one arithmetic operation

Content Objectives: (NCTM 3a)

Type of Mathematical Knowledge Objective is seeking to measure

Declarative
Procedural
Conceptual

Academic Language Objectives: Variety of mathematical terms

Assessment Statement: What artifacts show they have met the objective? The object students choose and talk
about shows that they have met the objective.

Specific Standard Indicators Aligned with this Lesson: InTASC, standard #3: Learning Environments. The
teacher works with others to create environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and self-motivation.

Specific NCTM Mathematical Practices

Make sense of problems and persevere in solving them.(NCTM 2a)

Reason abstractly and quantitatively. (NCTM 2b)

Construct viable arguments and critique the reasoning of others.

Mathematic Conceptual Categories (NCTM 1a)

Model with mathematics. (NCTM 2c)

Use
appropriate
tools strategically. (NCTM 4e)
Number
and Quantity
Attend
Algebra
to precision.
Look
for and make use of structure. (NCTM 2b)
Functions
Look
Modeling
for and express regularity in repeated reasoning. (NCTM 5a)
Geometry
Statistics and Probability
Supporting Variety of Learners (NCTM 3c)

Students with IEPs/504 Plans (List Individuals specific accommodations):

Identified accommodations of distraction-free testing environment and extended time on tests. N/A for this
lesson.

Students with Specific Language Needs:

No documented LEPs at this time.

Learning Tasks (NCTM 5b)

Class/Group Discussion
Cooperative Learning/Small Group
Guided Practice
Lecture/Direct Instruction/Modeling
Question/Answer
Learning Stations
Writing to Learn
Hands-on
Inquiry Learning/PBL
Simulation/Role Playing/Game
Independent Learning

Preparation needed for this Lesson (NCTM 3c)

Materials:
-Bingo Cards
-Colored Pencils

Technology:
Elmo/Projector+Screen

Copy: Nothing

Specific Learning Tasks Description

-The first day of school is essential for students to not only get to know me, but also each other. I think that visual
representations are a fun and easy way for students to become quickly oriented with one another.

Lesson Agenda
Prior Academic Learning and Prerequisite skills (Warm up): How will you support students in accessing
prior knowledge, personal, real world and/or cultural connections?

10-15
minutes

10
minutes

15-20
minutes

10-15
minutes

Introduce myself through a power

point so the students get to learn a
little about me. Make it informative
yet also casual so the students get to
learn some of my hobbies and
passions
Go through the syllabus with the
students and make sure everyone is
clear on the expectations for the class
throughout the year.
Pass out BINGO activity.
This focuses on student-student
relationships, which is an essential
part of my classroom management
plan. Students will have a chance to
build relationships with one another
on day 1.
We will come back together at the end
as a whole and see if anything
interesting has been learned about
some of the students. I will also wrap
up with day 1 and outline the week for
them.

Daily Assessment (NCTM 3f and 5c)

Level(s) of Higher Order Thinking Addressed Today:

knowledge
comprehension
application
analysis
synthesis
evaluation

One of the best ways to begin

the year is by making sure your
students feel comfortable and
even excited about their new
teacher.
This is the time for students
to ask questions and learn
about what they will be
doing/have to do in my class
Students should try to fill out
as much of their bingo sheet
as possible by getting to
know the students in their
class.
(*The professional soccer
space should encourage
them to come find me)
Students should be feel a bit
more comfortable in my
class as we come back
together as a whole. They
should have made some
friends as well.

***Very important to highlight

within the first couple days of
school
This is an easy and fun way to
help students become familiar
with one another. As I start to
use group work in my lessons,
I want the students to make
groups quickly because they
already know one another.
I want to get the students
Interacting with one another
right away to ease any
discomfort in my classroom.
Hopefully this goal will be
achieved by the end of class.

Formative: (NCTM 3f and 5c)

Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe
Thumbs up, neutral, or down
Homework check
Listened to conversations
Math Journal
Quiz
Video quiz
Voting
Whiteboard Check
Other
Summative: (NCTM 3f and 5c)
Test
Project
Report
Presentation
Final Exam
Other

Based on student assessment feedback, what is the instructional impact for tomorrows lesson: I will use the
beginning of class to talk about the students first day of school (this include building relationships with them).
Then we will jump straight into the first topic.

Other reflections:None

Day2:
Stations Askstudentstoworkingroupstocompletethestations.Stationsreviewbasicskillsinpreparationforthefirstunit.
Eachstationmaybesimilartoapatternsposter.Thestudentswillgoaroundtheroominsmallgroupsandtrytofindthe
patternsofthepictureandwriteanequation.Wedefinemathematicsasthestudyofpatterns,andthekidslearn

towritetheequations(insteadoftheotherwayaround).Studentsmustalsoaskeachotherforfeedback,and
althoughtheirclassmatesmayseethesamepatterndifferentlyandcomeupwithseeminglydifferentequations,this
isanopportunityforthemtolearntosimplifyequationsandrecognizethatcorrectlywrittenequationswillalways
boildowntoonesimplifiedequation.
Illgivethem12by16paperstoshowcasetheirpatternandrelatedwork.Wespendtheclassperioddoingthis,and
theonestheydontfinishwillbehomework.

Day3:
Beginintroduction/reviewonexpressionsandvariableswiththestudents.Startoutbyreviewingdefinitions.
Whatisanalgebraicexpression?Comprisesbothnumbersandvariablestogetherinatleastonearithmeticoperation.
Goovertablewiththem:

*Chalk Board races: Put students in 2-3 groups and have them compete against one
another to see who can write the algebraic expressions quicker. Keep count of right
answers and bring in a prize for the winning group.
***Pass out worksheet that corresponds to this.