Teacher: Lucas/Ziegenhorn
Transition to Algebra
COMMON CORE ALIGNED LESSON PLANS
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Date
CCLS
09/01/14
NO SCHOOL
LABOR DAY
Tues 9/02/14
09/03/14
CCSS.ELA-LITERACY.W.910.7
Conduct short as well as
more sustained research
projects to answer a
question (including a
self-generated question)
or solve a problem;
narrow or broaden the
inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the
subject under
investigation. Or
6.EE.2.a: Write
expressions that record
operations with
numbers and with
CCSS.ELA-LITERACY.W.910.7
Conduct short as well as
more sustained research
projects to answer a
question (including a selfgenerated question) or
solve a problem; narrow
or broaden the inquiry
when appropriate;
synthesize multiple
sources on the subject,
demonstrating
understanding of the
subject under
investigation. Or
6.EE.2.a: Write
expressions that record
operations with numbers
and with letters standing
2
5
2
9
t
h
Thurs. 9/04/14
6.EE.2.a: Write
expressions that record
operations with
numbers and with
letters standing for
numbers.
09/05/14
6.EE.2.a: Write
expressions that record
operations with numbers
and with letters standing
for numbers.
What essential skill or
enduring Understanding
will be addressed:
What’s the essential
question for the lesson?
What instructional
strategies & activities are
aligned to the essential
question?
letters standing for
numbers.
for numbers.
Students will:
-describe how math
skills are used in
different careers;
-identify math skills
used in the career of
their choice;
-use technology to
research careers that
require math. OR
-translate phrases and
sentences in
expressions and
simplify or solve.
What interesting and
exciting careers
require math? Or
How do I translate
verbal phrases and
sentences into
expressions and
equations? How do I
simplify expressions
when given a value for
a variable?
(Individual) One-half
of the students will be
given an iPad and the
directions and
research assignment.
They will use Ms. Z's
website to follow links
about exciting careers
that require some sort
of math. They will
research and answer
general and specific
questions, narrowing
Students will:
-describe how math
skills are used in
different careers;
-identify math skills
used in the career of
their choice;
-use technology to
research careers that
require math. OR
-translate phrases and
sentences in expressions
and simplify or solve.
Students will:
-identify and combine
like terms in
expressions.
Students will: demonstrate their
level of understanding
of translating and
simplifying expressions
and combining like
terms.
-increase their math
reasoning skills.
What interesting and
exciting careers require
math? Or
How do I translate
verbal phrases and
sentences into
expressions and
equations? How do I
simplify expressions
when given a value for a
variable?
(Individual) The
students will switch
assignments today.
Those who were given
an iPad yesterday will
complete the other
assignment and viceversa.
(One-on-one) There are
several students who
are already showing
signs of needing RTI.
Ms. Z will work with
What are like terms?
How do I combine like
terms?
How does the order of
operations change my
answer?
(Individual) Students
will view a Khan
Academy instructional
video about
combining like terms,
answering questions
and recording
example problems
and solutions. When
that is complete the
students will
demonstrate their
level of understanding
(Individual) Students
will take a quiz.
(Small groups) Ms. Z
will take a group of
students to her room
to do progress monitor
assessments and
remediaion if they
have an IEP or just
remediation if they do
not have an IEP.
(Partners) Students
that stay with Mrs.
Assessment Type:
Based on the assessment
data, how will student or
teacher receive timely &
specific feedback?
___formative
___summativ
e
their search to a
career they will report
on. OR
The rest of the
students will practice
matching phrases to
expressions, then
record and solve them
when given a value.
(One-on-one) There
are several students
who are already
showing signs of
needing RTI. Ms. Z will
work with them
individually during this
time.
__x_formative
___summative
them individually during
this time.
by doing practice
problems on the XL
math site. All
directions and links
will be on Ms. Z's
website.
Lucas will play 10-pin
bowling with dice.
They roll three
numbers and have to
use those numbers
and any operations to
knock out the
numbers 1 through 10.
__x_formative
___summative
__x_formative
___summative
___formative
__x_summative
Based on observations
and the recording
sheets from the
translating verbal
phrases activity,
further intervention
may be necessary. The
iPad activity will be
graded using a rubric
and is intended to
expose students to
the relevance of math
in their lives.
Based on observations
and the recording
sheets from the
translating verbal
phrases activity, further
intervention may be
necessary. The iPad
activity will be graded
using a rubric and is
intended to expose
students to the
relevance of math in
their lives.
Based on the scores
today, an intervention
group will be formed
to work on
remediation of this
skill with Ms. Z.
Data will be recorded
as far as which
students receive
remediation and for
which skill. Quizzes
will be returned
Monday. Further
remediation will be
planned according to
the scores.