Date:
September 2, 2014
Lesson Focus:
Unit Name:
Objectives:
Recognizing Expressions
Demonstrating Patterns Using Multiple Representations
The students will be able to identify a variable, term, constant,
coefficient, and an algebraic expression.
ALGI.1D: Represent relationships among quantities by using and
building concrete models, completing tables, constructing graphs or
diagrams, writing verbal descriptions, and writing equations and
inequalities.
ALGI.1A: Use manipulatives, drawings, verbal descriptions, and
symbols to represent unknowns and variables in real-world
situations.
TEKS Standards:
Key Vocabulary: What key terms will my students need to understand?
Variable, variable expression, constant, coefficient
Assessment Plan:
N/A
Lesson Cycle:
Engage and Connect: How will I engage my students in learning? How will I
lead my students to mastery?
The teacher/students will…
DO NOW – Kahoot quiz
3+4 ∙2
12 − 6 ÷ 3
6 ∙ (5 − 7) + 2
(4 + 3) ∙ 2 − 11
Introduce New Learning
The teacher will (I do)…
A variable can stand for what? (‘anything’ or in math a number) Variables
are place holdings, like a zero in front of a decimal, or like a substitute
player in a football game.
Variable – a letter that is used in place of a number. Sometimes, the
variable will be given a value. This value will replace the variable in order to
solve the equation. Other times, the variable is not assigned a value and
the student is to solve the equation to determine the value of the variable.
_10__min
Materials:
Cell
phones,
projector,
laptop
_5__min
Materials:
Algebraic (variable) expression – a group of numbers, variables, and
operations. It
Constant - a number that stands by itself. The 7 in our previous vocabulary
term is an example of a constant.
Term — each part of an expression that is separated by an operation. For
instance, in our earlier example n + 7, the terms are n and 7.
Coefficient—a number in front of and attached to a variable. For example,
in the expression 8x + 3, the 8 is the coefficient.
Guided Practice:
The teacher/students will… (We do)
_35__min
Materials:
GP 1 - Introduce the terms: Ask students what they think each term means
and write the definitions on the board. If the correct definition is on the
board, have students vote on which definition they think is correct. Give
them the appropriate definition and have them record the definitions in
their interactive notebooks.
Teacher - Demonstrate three ways to write a word phrase for x + 2 (x plus
2, a number increased by 2, the sum of 2 and a number)
Teacher - Give an example for subtraction: a number subtracted from 10.
[Students will give x -10]. Have students substitute a number for the
variable to see if it makes sense.
GP 2 – Teacher – Write the following problems on chart paper:
1.
2.
3.
4.
5.
6.
Four more than s shirts
The sum of t TVs and 11 TVs
Five times your quiz score q
Two less than m mice
Number of seconds in n minutes
The length of a rectangle is 7 inches more than twice its width, w
Students – will circulate around the room to each chart paper and write an
algebraic expression for each word phrase. They will have one minute at
each one.
Independent Practice:
The students will…(You do)
Using 5 and d, write four variable expressions using the four operations,
_10_min
Materials:
then rewrite the variable expressions as word phrases.
-
Return to Guided Practice -
Exit Slip
Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I
group my students?
Student representation of given operations, use of multiple forms of media for
presentation through student understanding
Accommodations/Modifications:
Colors, shapes, and words to accommodate all learners.
Homework:
Variable expressions worksheet