LESSON PLAN

Teacher: Jeff Spanogle Date(s) of Lesson Plan: June 10, 2004

Grade Level: 8th grade Subject: Pre-Algebra Unit: Solving Period: 1
Equations
SET: The teacher will review the four mathematical properties associative, commutative, distributive and identity
properties. The teacher will ask a student to help write a mathematical expression on the board. The teacher will
then write a much smaller version of the expression. [I] In todays lesson we will be learning how to simplify long
expressions making things easier to write. [S] Learning to simplify long expressions will be similar to following the
order of operations that we learned earlier. Also, learning to simplify will not only save you time but your grade on
the quiz tomorrow. [R] (5 minutes)
Objectives Procedures Materials Evaluation
1. The students will 1. The teacher will: 1. Pencil 1. The teacher will
restate the four A. Ask students to rewrite in their own Paper read the students
mathematical properties. words the four mathematical properties (Indicator 3) answers (M) and
(Comprehension) using one example. check to see if it is
th
Mathematics, 8 grade, B. Ask for volunteers or choose students correct (C) and check
3.a to write their example on the board and off those who
retell it in their own words. correctly use the
12 minutes C. Collect the students work. properties. (D)
(Indicator 1) (Indicator 4)
1. The students will:
A. Rewrite the mathematical properties
in their own words using one example.
B. Volunteer or be chosen to write their
example on the board and relay the
example in their own words.
C. Pass in their work.
(Indicator 2)
2. The students will apply 2. The teacher will: 2. Pencil 2. The teacher will
the four mathematical A. Write example problems on the board. Paper check the students
properties. B. Walk around and check the students (Indicator 3) papers for right
(Application) work. answers (M) to the
th
Mathematics, 8 grade, C. Choose several students to illustrate example problems
3.a the problems on the board. (C) and check off
those who work the
10 minutes 2. The students will: problems or make a
(Indicator 1) A. Copy the example problems on their valid attempt at
paper. completing the given
B. Work the problems through on their problems. (D)
 paper. (Indicator 4)
C. Illustrate the problems on the board.
(Indicator 2)
3. The students will 3. The teacher will: 3. Pencil 3. The teacher will
illustrate simplifying A. Teach the students how to simplify Paper check the students
expressions. (Analysis) and rearrange long algebraic (Indicator 3) notes and the
Mathematics, 8th grade, expressions. answers to the
3.d B. Write problems on the board for the problems on the
students to complete. board (M) if they are
12 minutes C. Walk around to check the students correct and if they
(Indicator 1) notes. have copied the
notes (C) and check
3. The students will: off in the grade book
A. Listen to the instruction for those who illustrate
simplification of long algebraic the problems
expressions. correctly. (D)
B. Come to the board to illustrate (Indicator 4)
simplification of algebraic expressions.
C. Copy the problems into their notes.
(Indicator 2)
4. The students will 4. The teacher will: 4.
4. The teacher will
rearrange algebraic A. Hand out a worksheet for the students Rearranging
check the students
expressions. (Synthesis) to complete. Algebraic
answers on the
Mathematics, 8th grade, Expressions
handout (M) for
3.c 4. The students will: Handout.
correct usage (C) and
A. Complete as much of the worksheet in Pencil
check off those who
8 minutes class as possible. Paper
either get the
(Indicator 2) (Indicator 3)
problem correct or
(Indicator 1) make a valid attempt.
(D)
(Indicator 4)
Closure: Today we have learned about simplifying expressions and rearranging them. Can someone tell me how
this will be helpful? (I). Simplifying algebraic expressions not only makes things easier for you but as we will learn
tomorrow it must be done to solve equations. (R) You will want to know this not only to be savvy in math but this
can also save a lot of time when we go further in math. (B). (3 minutes)
NOTE: When noting the HELP levels (procedures), the level is indicated, as well as the number of senses that are reached (actual number according to the procedures,
not the number possible).
SET: S = Statement of purpose, I = Involvement of Learners, R = Rationale/Reason for Learning
CLOSURE: I = Involvement of Learners, R = Restatement of Learning , B = Beyond the Learning (try to get students to think about future uses/relate to real world)
OTHER EVALUATION SAMPLES:
(Rubric) The teacher will read the paragraph (M) using rubric criteria (C) and record the rubric grade in the gradebook (D).
(Test) The teacher will grade the test (M) for correct number of responses (C) and record the grade in the gradebook (D).