NMPED
Theme:
10/19/15
Introduction to Algebra
Unit Standards
Class/Subject:
Algebra Week of 10-19-15
Length of Unit: 1 week
Equations
Content Standards
Designer: Montoya
ASSE1: Interpret expressions that represent a quantity in terms of its content
ASSE1a: Interpret parts of an expression, such as terms, factors, and coefficients.
Preparation for N.RN.3: Use properties of rational and irrational numbers
Expressions and Equations 8.EE
CCSS.MATH.CONTENT.7.NS.A.2
CCSS.MATH.CONTENT.7.NS.A.2.A
CCSS.MATH.CONTENT.7.NS.A.1
CCSS Math
Interpret expressions that represent a
quantity in terms of its context.
A.SSE.1.a Interpret parts of an
expression, such as terms, factors, and
coefficients.
A.SSE.1.b Interpret complicated
expressions by viewing one or more of
their parts as a single entity. For
example, interpret P(1+r)n as the product of
P and a factor not depending on P.
Apply and extend previous understandings of
operations with fractions.
CCSS.MATH.CONTENT.7.NS.A.1
Apply and extend previous understandings of
addition and subtraction to add and subtract rational
numbers; represent addition and subtraction on a
horizontal or vertical number line diagram.
CCSS More Math
CCSS Other (Math, Listening and Speaking)
Expressions and Equations 8.EE
Analyze and solve linear equations and pairs of simultaneous
linear equations.
7. Solve linear equations in one variable.
1. Give examples of linear equations in one variable with one
solution, infinitely many solutions, or no solutions. Show which
of these possibilities is the case by successively transforming
the given equation into simpler forms, until an equivalent
equation of the form x = a, a = a, or a = b results (where a and b
are different numbers).
2. Solve linear equations with rational number coefficients,
including equations whose solutions require expanding
expressions using the distributive property and collecting like
terms.
WIDA/ELD Standards 2012
Define and use academic vocabulary
Explain
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word
or phrase important to comprehension
CCSS.MATH.CONTENT.7.NS.A.2
Apply and extend previous understandings of multiplication
and division and of fractions to multiply and divide rational
numbers.
CCSS.MATH.CONTENT.7.NS.A.2.A
Understand that multiplication is extended from fractions to
rational numbers by requiring that operations continue to
satisfy the properties of operations, particularly the
distributive property, leading to products such as (-1)(-1) = 1
and the rules for multiplying signed numbers. Interpret
products of rational numbers by describing real-world
contexts.
1
Week of Aug 25, 2014 - Algebra
NMPED
10/19/15
Essential Questions:
Students will keep considering…
(meant to be explored,
revised, meant to provoke
thought in students,
genuine questions, various
possible answers)
 The distributive property can be used to simplify expressions
 An equation can be used to represent the relationship between 2 quantities that have the same value
 Sometimes the value of one quantity can be found if the value of the other is known
 Relationships can be represented with equations, tables and graphs.
 An algebraic expression can be simplified by combining the parts of the expression that are alike
 When do I need to find a common denominator?
 What is the process for multiplying or dividing fractions?
 How do I know if a fraction needs to be reduced further?
 What does simplest form look like for a fraction?
 What are the rules for adding or subtracting integers?
What are the rules for multiplying or dividing integers?
Concepts
Skills
Students will know…
What facts and basic concepts should students know and be able to recall?
Students:
1. Students will be able to write algebraic expressions from
written expressions
2. Students will be able to write written expressions from
algebraic expressions
3. Students will be able to write algebraic expressions to help
them solve real world problems
4. Students will be able to use the order of operations to solve
algebraic and numerical expressions
5. Students will be able to simplify equations by combining like
terms
6. How to find a common denominator before adding or
subtracting fractions
7. How to reduce a fraction to lowest terms
8. How to simplify an improper fraction
9. How to add or subtract mixed numbers
10. How to add or subtract integers
11. How to multiply or divide integers
Students will be skilled at…
What discrete skills and processes should students be able to use?
 Determining which strategy makes the most sense to use to solve a problem
 Apply the order of operations to evaluate expressions
 Use properties of real numbers and the distributive property to simplify
expressions
 Finding the common denominator for a pair of fractions
 Changing fractions to equivalent fractions

Using algorithms to solve integer problems
Academic Language (Tier 1, 2, 3 vocabulary):
Numeric expression
Quantity
Algebraic expression
Evaluate
Variable
Exponent (power)
Other vocabulary
2
Week of Aug 25, 2014 - Algebra
NMPED
10/19/15
Distributive Property
Coefficient
Term
Like Term
Constant
base
Text Connections:
Pearson Mathematics Common Core – Course 3
Learning Target Statements: (Student-Friendly)
Level 1 Knowledge
Learning Targets
Recall/Reproduction
Level 2 Knowledge
Learning Targets
Skills/Concepts
Level 3 Knowledge
Learning Targets
Strategic
Thinking/Complex
reasoning
Assessments: Formative (F) and Summative (S)
Daily Content Objectives (in student friendly “I will” statements)
1. I will define Distributive Property
2. Identify and name the parts of Algebraic equations (coefficient ,
variable, etc)
3. I will define coefficient, term, like term and constant
4. I will state the order of operations
5. I will identify like terms
1. I will combine like terms
2. I will simplify expressions involving exponents
3. I will use order of operations to evaluate expressions
4. I will simplify expression using the Distributive property
1. I will use words to write out the meaning of distributive property
2. I will use a word phrase for an expression that uses the distributive
property
3. I will analyze an order of operations problem that has been solved and
explain the error made
1.
2.
3.
Level 4 Knowledge
Learning Targets
Extended
Thinking/Reasoning
1. Oral response (F); Journaling
2. Lesson Check p. 49 (1-8)
3. Journaling and note-taking
1.
2.
Oral response (Lesson Check
WB pg 27 3-42 multiples of 3
1.
I will be able to flexibly use the distributive property
1.
Ideas for Differentiating

Activities:ournL
(Must include a
Hook, Closure, and
Assignments)
Study hall, resource room, individual help, lunch tutoring, peer tutoring
M
10-19

DO NOW: 7n + 12 = -23 solve for n and show all of your work in an organized way
Learning Target:
Agenda:
*Order of Operations Matching – Students need practice with the steps of Order of Operations, especially those involving
parentheses and exponents
3
Week of Aug 25, 2014 - Algebra
NMPED
10/19/15
• 1.Order of Operations Matching – Students need to show their work in an organized way. Show them the first example on
the board so they know what this looks like.
2. Workbook p. 43 2-14 evens, 15, 16 – Show all work on a separate paper
EXIT: Order of Operations Puzzle Is homework if not finished
T
10-20
W
10-21
TH
10-22
F
𝒙 −𝟖
DO NOW: :
7= 𝟑
Learning Target:
[A.SSE.1/A.SSE.1a]
Agenda:
Go over Ch. 1 test in groups and correct wrong answers
Grade Order of Operations Puzzle
WKBK p. 43 (2-14 evens, 15, 16)
EXIT: Turn in test with corrections
DO NOW: TB pg 91 #23
Learning Target:
[A.REI.3]
• I can solve linear equations in one variable
• I can solve linear equations with a fractional coefficient
Agenda:
• Review essential understandings – students explain to the class from the notes
• Practice solving 2-step equations
• Game – equation challenge
Homework: TB pg 91 23-25, TB pg 96 51-55, 57-58
EXIT: TB pg 92 #42
DO NOW: TB pg 93 #65
Learning Target:
[A.CED.1]
• I can create equations in one variable
• I can use equations in one variable to solve problems
Agenda: ASSEMBLY SCHEDULE
• Grade/discuss TB pg 91 and TB pg 96 from yesterday
• Math goals – give students their NWEA scores and discuss appropriate goals for them.
• Explain how to read their NWEA report
• Students complete goal sheet for conferences
EXIT: TB pg 93 #77 – TURN IN DO NOWS FOR THIS WEEK TB pg 93 #77 – TURN IN DO NOWS FOR THIS WEEK
DO NOW:
4
Week of Aug 25, 2014 - Algebra
NMPED
10/19/15
10-23
Learning Target:
[A.SSE.1/A.SSE.1a]
Agenda: PARETN CONFERENCES – NO SCHOOL
EXIT:
5
Week of Aug 25, 2014 - Algebra