```Moss Point School District
Instructional Lesson Plan Components
Unit: Using expression to describe patterns
Date: December 2, 2013
Monday
Objective: 2. b. Complete a function table based on a given rule. (DOK 2)
Bell Ringer Activity mct2 practice problem
2. c. Formulate algebraic expressions, equations, and inequalities to reflect a given
situation. (DOK 2)
Standards: CCSS.Math.Content.6.EE.A.2 Write, read, and evaluate expressions in
which letters stand for numbers.
Pre-Assessment: bellringer question: slide 115 mct2 practice test 1 question 5
Academic Vocabulary: input/output table, x,y chart, function table
Technology Connection: promethean board, flipcharts
Materials: paper, pencil, worksheet, textbook
Essential Question: How can I use an input/output table to formulate an
expression/equation?
I Can Statement: I can identify missing numbers in a pattern and write an expression
to describe the pattern.
Teaching Input: TTW display an input/output table on the Active Board. TSW be asked
to identify the rule applied. ex. Graphic artist problem- envision te pg 48b
Modeling : TTW demonstrate how to determine rules for input/output tables
Checking for Understanding: TSW work in small groups to determine rules for
input/output tables provided.
Questioning Strategies What does the input column show? What is the relationship
between the input and the output? How is the output related to the input? What do
you do to the input to get the output?
Guided Practice: HSP guided lesson practice or envision on-level worksheet
Closure: Some quantities have a mathematical relationship; the value of one quantity
can be found if you know the value of the other quantity. Patterns can sometimes be
used to identify a relationship between two quantities. In this lesson, you learned how
to identify patterns using an input/output table.
Independent Practice: TSW complete hsp lesson problems or envision on-level
practice sheet.
Assessments: closure question slide 118 mct2 question 39 test 1
Homework: complete function table worksheet or problems from hsp book.
Intervention Activities
Small group
instruction. TSW be
given an index card.
They will fold in half
and label it
input/output. TTW
write an expression on
board: 6x+3 TSW
complete table for
input values 1-5.
Enrichment Activities
TSW be given
enrichment lesson
from HSP math series
and envisionmath cc.
Learning
Styles/Differentiation
Auditory: x
Flocabulary
Visual: x
Brainpop video
Kinesthetic:
Accommodations:
Students will work in
small groups based on
information obtained
through STAR testing.
Reteach worksheet.
Moss Point School District
Instructional Lesson Plan Components
Unit: Problem Solving: Make a Table
Date: December 3, 2013
Tuesday
Objective: 2. b. Complete a function table based on a given rule. (DOK 2)
2. c. Formulate algebraic expressions, equations, and inequalities to reflect a given
situation. (DOK 2)
Bell Ringer Activity
Standards: 6.EE.6- Use variables to represent numbers and write expressions
when solving a real-world or mathematical problem; understand that a
variable can represent an unknown number, or, depending on the
purpose at hand, any number in a specified set.
Intervention Activities

“Do now”
problems at
beginning of
class. Review
of previously
taught
objectives.
(Tissue box
example)envision te
pg 53b
Pre-Assessment: Bellringer mct2 practice test question slide 120 test1 question
45
Academic Vocabulary: function table, x/y values
Technology Connection: promethean board, flipcharts, WWW
Materials: pencil, paper, worksheets
Essential Question: Can problems be solved by recording and organizing data
in a table?
I Can Statement. I can solve problems by recording and organizing data in a table
and by finding and using numerical patterns in the table.
Anticipatory Set: Charlie and his bank account example. (envision te50b)
Teaching Input: Pose problem- Charlie has 25 dollars in the bank. He adds 5
dolars to the account each week. Write an expression that represents how much he
has after x weeks. Then show amount after 3 and 5 weeks
Modeling: .make a table
Checking for Understanding: TSW work with partner to discuss questions asked
by teacher. -Think Pair Share
Questioning Strategies What are you asked to do first? What expression can you
use? How did you decide?
Enrichment Activities
TSW be given
enrichment lesson
from HSP math series
and envisionmath cc.
Guided Practice: TSW complete example Douglas Family te pg 50
Closure:
Independent Practice: envision worksheet or hsp lesson
Assessment: closure question mct2 test2 question 41 slide 126 or slide 140
Students will work in
small groups based on
information obtained
through STAR testing.
Homework: Complete Independent practice
Learning
Styles/Differentiation
Auditory: X
Flocabulary songs
Visual: X
Flocabulary video,
brain pop videos
Kinesthetic: X
Accommodations:
Moss Point School District
Instructional Lesson Plan Components
Unit:
Date: December 4, 2013
Wednesday
Objective:
Intervention Activities
Do now problems
assessment
Standards:
Pre-Assessment:
Technology Connection: promethean board, flipcharts
Materials: textbook, paper, pencil, worksheets,
Essential Question:
I Can Statement:
Anticipatory Set:
Modeling .
Checking for Understanding: . -Think Pair Share
Questioning Strategies
Guided Practice:
Closure:
Independent Practice:
Assessments:
 Integers: adding, subtract, multiply, divide
 Expressions: writing and evaluating
 Properties
Homework:
Enrichment Activities
Learning Styles/
Differentiation
Auditory: X
Visual: X
Kinesthetic: X
Accommodations:
Class: Math
Unit: Solving addition and subtraction equations
Moss Point School District
Date: December 5, 2013
Instructional Lesson Plan Components
Thursday
MS Objective: 2. Use algebraic functions, patterns, and language
across a variety of contexts.
a. Solve simple equations using guess-and-check, diagrams, properties, or
inspection, explaining the process used. (DOK 2)
c. Formulate algebraic expressions, equations, and inequalities to reflect a
given situation. (DOK 2)
Bell Ringer Activity
Standard: Identify when two expressions are equivalent (i.e., when the two
expressions name the same number regardless of which value is
substituted into them). For example, the expressions y + y + y and 3y
are equivalent because they name the same number regardless of which
number y stands for.
Solve real-world and mathematical problems by writing and solving
equations of the form x + p = q and px = q for cases in which p, q and
x are all nonnegative rational numbers.
Pre-Assessment : bellringer
property of equality, inverse relationship
Technology Connection: promethean board, hsp flip chart
Materials: textbook, worksheet, paper, pencil,
Essential Questions: How can you get the variable alone in an addition or subtraction
equation?
I can: I can solve an equation involving finding the value of an unknown that makes
the equation true. I can solve an equation in more than one way.
Anticipatory Set: Ask students: what are some things you can think of that can be
undone by their opposites? What is the opposite of addition?
Teaching Input: Ex. Some students were in the classroom. 16 more came into the
room. Now there are 25 students in the classroom. How many students were in the
room in the beginning?
Modeling: TTW write x+16 =25 model solving the problem
Intervention Activities
TTW write equations
on chalk board. TSW
identify the inverse
relationship that will
put x alone on one side
of equation. (envision
te 101b)



Small group
instruction.
Do now
problems
Peer tutoring
Enrichment Activities
TSW be given
enrichment lesson
from HSP math series
and envisionmath cc
Learning
Styles/Differentiation
Auditory:
Flocabulary videos
Visual:
Flocabulary videos and
Brainpop
Kinesthetic:
Checking for Understanding: observation, see which pairs of students solved problem
correctly.
Questioning Strategy: How can you get the variable alone in an equation? What is the
first step to getting a variable alone? (identify the operation, and then apply the inverse
operation).
Guided Practice: Ex about George(envision te pg 98)
Closure: Solving an equation involves finding the value of the unknown that makes the
equation true. There is more than one way to solve an equation. In this lesson you
learned how to use inverse operations to get variables alone and to solve simple
Accommodations:
Students will work in
small groups based on
information obtained
through STAR testing
Students will model
integers on number
line on floor.
Moss Point School District
Instructional Lesson Plan Components
Independent Practice: envision on-level, or hsp practice pg, or pizzazz math sheet
Assessments: closure question
Bell Ringer Activity mct2 practice problem
Homework: hsp problems from book
Unit: Solving multiplication and division equations
Date: December 6, 2013
Friday
Objective 2. Use algebraic functions, patterns, and language across a
variety of contexts.
a. Solve simple equations using guess-and-check, diagrams, properties, or
inspection, explaining the process used. (DOK 2)
c. Formulate algebraic expressions, equations, and inequalities to reflect a
given situation. (DOK 2)
Standards: : Identify when two expressions are equivalent (i.e., when the two
expressions name the same number regardless of which value is
substituted into them). For example, the expressions y + y + y and 3y
are equivalent because they name the same number regardless of which
number y stands for.
Solve real-world and mathematical problems by writing and solving
equations of the form x + p = q and px = q for cases in which p, q and x are all
nonnegative rational numbers.
Pre-Assessment: Bellringer
of equality, inverse relationship, multiplication property of equality, division
property of equality
Technology Connection: flipcharts, promethean board
Materials: textbook, paper, pencil
Intervention Activities
TTW write problems on
board. TSW identify the
inverse relationship
that put x alone on one
side of the
equations.(te pg109b)
Small group
instruction.
Enrichment Activities
TSW be given
enrichment lesson
from HSP math series
and envisionmath cc.
Center
activity(envision)
Moss Point School District
Instructional Lesson Plan Components
Essential Question: How can you get the variable alone in a multiplication or division
equation?
I Can Statement:: I can solve an equation involving finding the value of an
unknown that makes the equation true. I can solve an equation in more than
one way.
Anticipatory Set: David and May pencil ex. (te pg 106b)
Teaching Input: TTW demonstrate how to solve each problem.
Checking for Understanding : observation
Questioning Strategy What does variable stand for? What is the inverse operation?
Guided Practice: hsp book problems
Closure: In this lesson you learned about the inverse relationship between
multiplication and division, and how to use this relationship to solve multiplication and
division equations.
Independent Practice: hsp book problems, or envision leveled practice page, or pizzazz
math sheet
Learning
Styles/Differentiation
Auditory: x
Flocabulary
Visual: x
Brainpop video
Kinesthetic:
Accommodations:
Students will work in
small groups based on
information obtained
through STAR testing
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