GRAND CANYON UNIVERSITY
TEC 571
Sue Booth
5/18/2011

Classroom Information
Subject Area
Combining Like Terms – Pre-Algebra Lesson Plan
Grade Level(s)
Eighth Grade Pre-Algebra Class 8
Analyze Learners
Westside Christian School is located in Largo, Florida, and the student body (125 students from kindergarten to twelfth grade) is a combination of upper and lower income families. Westside
Christian School welcomes students that have special learning requirements and are on scholarships from the state. At least 70% of the student body are latchkey children and live in a single family home. Many of the students have very little exposure to achieving higher levels of education.
Ten students (two females/eight males), ranging in age from thirteen to fourteen years old, have Pre-
Algebra on a daily basis for 45-minutes; in addition, the Pre-Algebra period may be expanded to meet for 90-minutes as needed basis. During the next few class periods, students will learn what it means to combine like terms in Pre-Algebra and learn to understand why it is important to equate learning in
Pre-Algebra to an extension of their logic.
The users
The characteristics of the users
User tasks
Physical environment
Social environment
Organizational environment
Student support
Usability aspects
Students in the Eighth Grade.
The students will be in Pre-Algebra on a daily basis.
Students are of an average intelligence; some have very little initiative, their creativity has not been challenged, and many students rely on others to propose questions and answers.
Students will complete assignments that will help them understand how to decide what can be added and what cannot be added. Students will utilize multimedia sources that will include audio and visual ques.
All of the activities will be held in the Eighth grade classroom or on the student’s computer.
Even though students will be required to complete assignments on the same deadlines; each student will be graded against their own expected outcomes.
The teacher will direct each aspect of the assignments. Students will be instructed through each phase of their lessons gearing towards a comprehensive understanding of what it means to add like terms. Students will experience numerous interactive programs that are representation of adding like terms. Students will receive constant feedback to help them keep on track.
Students will prepare documents, work assignments and have some group interaction.
Students need to have a basic understanding of how to retrieve information from the internet,

Usability goals
Constraints how to maneuver through a tutorial, and how to make basic summary statements.
The students should be able to move through each lesson in a timely manner and complete all assignments by the designated day.
Students who lack the basic computer skills, group interaction skills and presentational confidence, may need additional help to complete the required aspects of each lesson.
With the analysis completed, the teacher can ensure that each lesson is directed to meet the diverse needs of her classroom.
Lesson
Title
Combining Like Terms – Pre-Algebra Lesson Plan
Summary
Keeping students involved and excited about learning is always a primary goal. Pre-Algebra is a foundational class that is a primary building block for future math classes. Once students have successfully learned the basic functions of math; addition, subtraction, multiplication and division, it is time to add the concept of variables to each function. It is important that students are able to identify terms that are alike and terms that are different.
Knowing the differences are not as easy and simple as just seeing the difference between red and blue, round and square, but students must be able to identify the smallest of differences.
Students will be given several opportunities to work through tutorials that show differences and how to identify differences. As with all aspects of Algebra, it is important that students practice concepts continually.
Standards
State/National:
 7.EE.4.
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. o Solve word problems leading to equations of the form px + q = r and p ( x + q ) = r , where p , q , and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? o Solve word problems leading to inequalities of the form px + q > r or px + q < r , where p , q , and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100.
Write an inequality for the number of sales you need to make, and describe the solutions.

Technology – NETS for Students:
Standard 1: Creativity and innovation
Standard 4: Thinking, problem-solving and decision making
Standard 5: Digital Citizenship
Standard 6: Technology operations and concepts
Learning Objectives (created from learning outcomes)
 Students will be able to differentiate variables by creating their own unique variable
 representations.
 Students will evaluate problems by substituting variable with values.
Students will analyze properties by proving their validity.
 Students will apply their knowledge by explaining ‘combining like terms’ to the 7 th
grade
 math class.
 Students will understand the uniqueness of a variable and acknowledge differences.
Students will remember how to combine like terms.
Hardware
Computers/Smart Board
Software
Power Point 2007, Internet connection
Prerequisite Skills
Students need the basic computer skills; not additional training will be necessary.
Duration
What is the recommended duration of this activity?
Learning and understanding how to manipulate like terms will take two to three lessons.
Grouping
What is the recommended grouping for this activity?
 Students will mainly work as an individual and in groups of two when they will present a lesson to the seventh graders.
Face-to-Face Instruction
(This portion will only be completed if a hybrid format is utilized.)
Students and Teacher will have one lesson to two lessons reviewing concepts and working with visuals that demonstrate combining like terms.
Assessment (Summative and Formative)


Students will be able to differentiate variables by creating their own unique variable representations via posters. Students will be given a rubric.
Students will be taking three different level tests regarding combining like terms. Students will be required to pass a test.
Extension Items
. The following chart outlines the elements that I will use to reach multiply learning levels in my classroom.
Learning Style:
Linguistic
Logical-Mathematical
Technology Used:
Social Networking
Role Playing
Lesson Plan Aspect:
*The students will connect with another class and exchange their ideas regarding like terms.
Students will interact with the

Intrapersonal
Visual/Spatial
Musical
Bodily-Kinesthetic
Interpersonal
Naturalistic
Computer-aided tutoring
Graphic Design
Digital Cameras
Music Making
Virtual Reality
Social Networking
Computers enhancing their learning experience
Seventh Graders in order to teach them like terms.
Students will be able to review several Power Point presentations to review and develop their concepts of like terms.
Students will be designing and drawing their depiction of like terms.
*Students will be asked to take pictures that represent the concept of like terms.
Class can write a ‘like term’ Rap that will make learning fun.
At the online lesson, students will be able to link to sites that discuss and portray the concept of like terms.
*The class will connect with the
Seventh Grade class through their teaching experiences.
Students are able to search the net to find similar lessons of like terms that are available.
Areas of Concern
*Many of the Eighth Graders are kinesthetic and I will add an additional ‘hands-on’ demonstration if these students do not catch onto the concept.
*Some of my students do not have a computer at home to connect to; I will ensure that they know that I have open-tutoring four days a week so that they can use a computer.
*Some students have difficulty in bridging concepts from virtual to mathimatical fact.
Medium Selection
After analyzing the information in Section 1 above, begin to work through Section 2. This will allow you to brainstorm several options and begin to lay out a plan.
Section 2
Content
The concept of Combining Like Terms will start with a face-to-face explanation of what combining terms are all about. Students will visual things that are alike verses those that are not alike. After understanding the basic concept, students will be directed to the Wiki site to start working through the complete lessons. The complete lesson will only take at the most two days.
Activity Instructions
The lesson instructions will be reviewed during the first lesson. Students will be directed to the Wiki to work through each tab at their own pace.
Assessment
Students will be required to take three tests that will be given online. The creative poster has a rubric so that students can see the basic requirements.

Communication
Students will be in class on a daily basis and the teacher will be able to interact accordingly. If a student has a question after school hours, students can utilize the online communication posting, email the teacher directly or call.
Prerequisite Skills
Students need a basic computer skill level.
Prerequisite Skills Review
Students will be able to reference the Wiki site for information on how to progress through the lessons.
Hardware
Students will need access to a comuter and internet connection.
Software
Students do not need any additional software. Everything is provided at the Wiki site.
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