7th Grade Math Lesson Plan

Diverse Groups Addressed in this Lesson Plan: ELLs (the students in this class come from ten (10) different countries of origin--USA, Mexico, Togo, El Salvador, Pakistan, Burma, Bhutan, Vietnam, Honduras, and Nepal); Low-Income Learners; Minority Learners; Underachieving Learners; Visual Learners; Special Needs Learners; and Auditory Learners.

Activity 7th Grade Mathematics; 60 Minutes; Topic: Unit—Algebra, Topic--Combining Like Terms

Rationale: Students sometimes wonder if they will ever use Algebra in real-world situations. Actually, Algebra is much more prevalent than students believe and is an integral part of the students’ learning experience. When introducing students to combining like terms, discussions of real-world situations that involve objects of different types will motivate students (e.g., buying adult and student tickets for a movie). Discuss the fact that in real-world situations, objects of the same type can be combined but different types cannot. For example: “Emilia saved nickels, dimes, and quarters in a jar. When the jar was full, she counted the money. She had as many quarters as dimes, but twice as many nickels as dimes. If the jar had 844 coins, how much money had she saved?” This lesson provides students with the skills necessary to solve this, and similar, real-world problems.

Focus Questions:

1. What are “like terms”?2. How can you tell the difference between like terms and unlike

terms?3. How do you solve problems with like terms?4. Why do we use variables in equations?5. How does knowing the meaning of a variable expression help

you solve word problems?

Intended Learning Outcomes:

SWBAT combine like terms in order to solve algebraic expressions.

Because 18 of 19 students are LEP students, in addition to the content objective, we will also have a Language Objective for today’s lesson: SWBAT verbally describe and write about the steps needed to combine like terms in order to solve algebraic expressions.

Prerequisites—Students are expected to know how to evaluate expressions by method of substitution, how use the Distributive Property in order to remove parentheses in a mathematical

expression, and how to translate math into words in order to solve real world problems. For example: To put parts together (Add), To put equal parts together (Multiply), To find how much more (Subtract), To separate into equal parts (Divide). Students must also be able to demonstrate satisfactory addition, subtraction, multiplication, and division skills without a calculator using the Rules of Integers.

In addition, students must be comfortable using new key vocabulary recently introduced in this unit: term, simplify, coefficient, variable, and expression.

Finally, by the end of today’s lesson, students will be able to:-combine like terms in order to solve algebraic expressions.-demonstrate at least 75% mastery on exit ticket questions.-justify and describe each step of combining like terms after having completed a Vocabulary Word Map.

Standards: The learning objective is aligned with the North Carolina Standard Course of Study for Middle School Mathematics (7th Grade).

Competency Goal 5—Algebra.

5.03—Use and evaluate algebraic expressions, linear equations or inequalities to solve problems.

Materials & Equipment:

Textbook, Promethean Board, Computer, TI-73 graphing calculator, Internet access for Discovery Education video to stimulate student interest, CMS Instructional Web Power Point Presentation for Guided Practice, Kuta Software worksheets for Independent Practice, a graphic organizer (Vocabulary Map) for Closure and Language Objective, A/B/C/D index cards for assessment purposes, SIOP Model 4-Corners Vocabulary Chart of “Combining Like Terms” for our word wall, and Castle Learning questions for the Exit Ticket.

Classroom Demographics:

This lesson is planned for the nineteen (19) students in my 3rd Block Class. Every student in the class is a LEP student, with the exception of one African-American student who was recently added to the class roster because of behavior problems with another math teacher. Nine (9) students in this class were classified as “at risk” at the beginning of the school year by our administration…based primarily on prior inadequate academic achievement and behavior issues. The student population is as follows: 19 students total, 10 girls, 9 boys, 15 Hispanic, 2 Vietnamese, 1 Somalia, and 1 African-American. Two (2)

students have LEP Accommodations in place—for read-alouds and extended testing time. There are no students that have a 504 Plan or IEP in place; however, one (1) student previously had an IEP. One (1) student has been referred to the Intervention Team; and, one (1) student may be referred to the Intervention Team--teachers on our team have observed severe learning disabilities with this student. Six (6) of the nineteen (19) students passed their Math EOG Test last year, so thirteen (13) did not. Last year’s Math EOG Test scores ranged from a low-Level 1 to a mid-Level 3 on the EOG Test last year for all students. All of the students that did not pass the EOG last year have PEPs (Personalized Education Plans) in place. Students are placed in cooperative pairs and quads (groups of 4) based on personality and whether or not they are lower, moderate, or higher level-thinking students. I have conducted home-visits with the students/parents of twelve (12) of the nineteen (19) students. The relationships that I have developed with the students and their families have created a positive, nurturing classroom environment. This class overall has minor behavior problems, and I have not written a referral to our administration from this class all year. The length of the class is 60 minutes.

ACTIVITIES TIME ACTIONS RATIONALE

Lesson Opening/Bell Ringer: Warmup & Spiral Review

Warmup

Spiral Review

10 min.

Students will begin class by answering the following Warmup…which is a review of yesterday’s lesson and will take no longer than five (5) minutes:

Simplify each expression using the Distributive Property: 1) 4(8n + 2) ; 2) −3(7n + 1) ; 3) (7 + 19b) ⋅ −15.

We will spend no longer than five (5) minutes on Warmup, and this Warmup transitions well into today’s lesson. The five (5) minutes of Warmup allows me enough time to circle the classroom and check each student’s work.

Also, because we are so close to the EOG Test, we will spend at most five (5) minutes on Spiral Review…giving students one (1) question from a previous unit that connects to skills needed for today’s lesson.

ELLs/SIOP Component: Building Background (p.232). Links are explicitly made to past learning and new concepts. Key vocabulary is emphasized (e.g. introduced, written, repeated, and highlighted for students to see).

Underachieving Learners/Data-Based Teaching (p. 149/282). Student data is used from

For example, students must be fluent in the addition, subtraction, multiplication, and division of rational numbers. So, the Spiral Review question today is:

What is the value of 5 + (-12)?

Answer:

multiple indicators to evaluate student progress and growth as I strive to eliminate the achievement gap. Students are preparing to master the standards and do well on the NC EOG Test.

Discuss agenda update and lesson objectives

5min.

The teacher will introduce students to the essential questions, the content objectives, and language objective for today’s lesson. Also, the teacher will look to engage, “hook”, and raise the level of students’ interest in the lesson by informing students they will be viewing a brief video clip on Discovery Education entitled “Combining Like Terms”.

All Students/Data-Based Teaching (p. 282). All students are notified of the instructional strategies used in today’s lesson to enhance their educational experience. The video gives students something to look forward to; and, all students are able to easily follow the lesson and where we are heading.

SIOP Component: Lesson Preparation (p.232). Both the content objectives and language objective are clearly defined, displayed and reviewed with students. Content concepts are appropriate for the age and

educational background level of students. Supplementary materials (e.g. visuals, graphic organizers) are used to a high degree and meaningful activities (writing, listening, and speaking) integrate lesson concepts.

Introduction of New Material

15 min.

Teacher Input 1: SIOP 4-Corners Vocabulary Chart

During the initial portion of the lesson, the teacher will introduce students to the key vocabulary associated with this lesson…already prepared and placed on the word wall in the form of a SIOP 4-Corners Vocabulary Chart: term, coefficient, and like terms…including the following expression…X – 3 + 6 – 2X. The SIOP 4-Corners Vocabulary Chart has been selected for the word wall to take into account that 18 of the 19 students in the classroom are ELLs.

ELLs/SIOP Component: Building Background; SIOP Feature: Key Vocabulary (p.232).Identifying key vocabulary is vital to helping ELLs master both content and the academic language to demonstrate their knowledge. The 4-Corners Vocabulary Chart consists of four squares labeled Word, Definition, Picture, Examples.Visual Learners (p. 290).I always introduce these charts on our word walls (without exception, and the students expect it) at the initial portion of the lesson because the visual help students remember and

Teacher Input 2: Discovery Education Video

Teacher Input 3: Power Point Presentation

Also, the teacher will look to engage, “hook”, and raise the level of students’ interest in the lesson by showing a brief video clip on Discovery Education entitled “Combining Like Terms”. The teacher will pause the video once or twice, at key points, to either emphasize key vocabulary or model/clearly explain examples presented in the video. At the conclusion of the video the teacher will guide the students through the key vocabulary and examples of the lesson, making sure they have time to copy down everything from the word wall into their notebooks.

Modeling—After having viewed the Discovery Education video to stimulate student interest in the lesson, I will move on to Lesson Presentation, using the CMS Instructional Web Power Point Presentation for Chapter 2-9 of the textbook (Combining Like Terms)…projecting it on to the Promethean Board. At the end of the

understand the lessons’ most important concepts and presents the vocabulary in context.

ELLs/SIOP Comprehensible Input (p.232).Because 18 of 19 students in the classroom are ELLs, the choice of the video is important, so that the students may comprehend key vocabulary being introduced in the video and during the lesson. The speech of the video must be appropriate for ELLs’ proficiency level (e.g. slower rate, enunciation, and simple sentence structure). The video must also use a variety of techniques to make concepts clear (e.g. modeling, visuals, hands-on activities, demonstrations, gestures, and body language).

All Students/Data-Based Teaching (p. 282).By the time the Power Point Presentation is finished , during the Lesson Quiz, and later during Independent Practice, I’m circling

Differentiation

Power Point Presentation for Chapter 2-9, there is a Lesson Quiz. By the time the Power Point slide show has finished, all students must take the Lesson Quiz. I will not assess the quiz; but, this is the first point at which I will look for both evidence of student mastery and stop and check for understanding.

Differentiation—During this initial portion of the Lesson--Warmup, Spiral Review, Video Presentation, and Power Point Presentation--I begin to know exactly which students may get it, and which students may be struggling and need continued support as they begin to work independently.

the classroom and not just saying, “Are you doing your work? Are you getting it?” but I’m checking each student’s work, and doing impromptu differentiation—doing as much as I can to make sure students are getting it.

Special Needs Learners—IEPs (p. 193); Differentiated instruction (p. 289); Underachieving Learners (p. 151).I am paying close attention in particular to the one student that previously had an IEP and the other student that may referred to the Intervention Team this year. More than anything at this point, I’m concentrating on the objective of the lesson (SWBAT combine like terms in order to solve algebraic expressions), and whether or not each student is displaying the skills I’m looking for.

GuidedPractice

10 min.

Teacher Activity & Student Activity

During Guided Practice, I show or model for my students what they need to know for today’s lesson.

Low-income and Minority students/Identity development and teaching (p.94).Today’s curriculum contents are not wrong or prejudiced.Today’s lesson plan

Because 18 of 19 students are ELLs, I will continuously refer to the word wall… in the form of a SIOP 4-Corners Vocabulary Chart (PID): term, coefficient, and like terms…including the following expression…X – 3 + 6 – 2X.

The Discovery Education video not only introduces technology into the classroom and stimulates interest in today’s lesson, but allows students to both see and hear

is a map…an instructional strategy and learning experience for all my students that leads them to master today’s objective (SWBAT combine like terms in order to solve algebraic expressions).

SIOP Component: Strategies; SIOP Feature: Scaffolding Techniques (p.232).My approach is “I do, we do, you do”, that involves a gradual transfer of student responsibility for knowledge and skills from the teacher to the students.

SIOP Component: Building Background; SIOP Feature: Key Vocabulary (p.232) and Visual Learners (p.290).Continuously referring to the SIOP 4-Corners Vocabulary Chart allows ELLs to see the learning objective throughout the lesson.

ELLs/SIOP Comprehensible Input (p.232).My ELL students have diverse abilities, and often have difficulty

today’s learning objectives. The video will support the different learning styles among my ELL student population by presenting information and concepts in a multifaceted manner.

Students may work in pairs during the CMS Instructional Web Power Point Presentation for Chapter 2-9 of the textbook (Combining Like Terms)…that I will project on to the Promethean Board.

processing an inordinate amount of auditory information, so they are really aided with visual clues.Visual Learners (p. 290) and Auditory Learners.The visuals incorporated into the lesson…seeing the word wall throughout the lesson from beginning to end, and seeing and hearing the video…will help ensure that my ELL students actually master today’s objective.

SIOP Component: Interaction; SIOP Feature: Grouping Configurations (p.232) and Grouping dynamics for differentiated instruction (p.298).Students are seated in cooperative pairs and quads, based on data our math department uses to inform instruction. Generally, I seat students in pairs so that one student who can “give help” is paired with another student who “needs help”.

Independent Practice

10 min.

Student During Independent practice, students will be instructed to work in cooperative pairs,

SIOP Component: Practice and Application; SIOP

Activity and complete a Combining Like Terms worksheet from Kuta Software. I will model 1-2 problems from the worksheet on the Promethean Board, then students will be instructed to complete as many of the 30 problems on the worksheet as possible during the next 10 minutes. I anticipate student questions concerning Rules of Integers…which is an objective we’ve struggled with throughout the year. For example, some of the problems on today’s worksheet: 1) -6K + 7K 2) N – 10 + 9N – 3 and 3) -4 + 7(1 – 3M) contain elements of both today’s lesson (Combining Like Terms) and Rules of Integers.

I will be a very active at this point in the lesson…circling the classroom and coaching students through the material and checking for understanding…both by drawing on their preexisting knowledge and presenting them with key ideas of today’s lesson that engages them in multiple opportunities to practice.

Feature: Apply content and language knowledge (p.232)Students will be given adequate time to work together, but must stay on task.

Underachieving Learners-- peer-assisted learning (152).Students will receive assistance from both the teacher and their peers. During Independent Practice, however, I eventually expect students to work independently and demonstrate mastery of knowledge and skills on their own.

Special Needs Learners—IEPs (p. 193); Differentiated Instruction (p. 289); Underachieving Learners (p. 151); African-American Learner (p. 100).During this point in the lesson, I am checking for understanding and doing impromptu differentiation--doing as much as I can to assist those students who may be struggling a bit with the lesson.

Closure10 min.

Language Objective, Exit Ticket & Homework

Language Objective

Exit Ticket

Closure will focus on three (3) key elements of today’s lesson: The Language Objective, Exit Ticket, and Homework Assignment.

Using a Vocabulary Word Map graphic organizer, students will remain in cooperative pairs for today’s Language Objective. Today’s Language Objective is: SWBAT verbally describe and write about the steps needed to combine like terms in order to solve algebraic expressions.

Upon completing the Language Objective, I will bring students back to whole group for today’s Exit Ticket which I will project on to the Promethean Board. The four (4) questions selected will be either

All Students/SIOP Component: Lesson Delivery; SIOP Feature: Language Objective (p.232).Because the class consists almost entirely of ELLs, while carefully planning and delivering the lesson’s content objective, I also have incorporated a Language Objective that supports students’ language development. As with today’s Content Objective, the Language Objective is clearly and simply stated in student friendly language on our whiteboard. The Language Objective is partner work…so that my ELLs can practice their English Language Development in a less-threatening setting.

All Students/Collecting valid assessment data (p. 282).My expectation is that all students must answer 3 out of the 4 questions correctly--

intermediate or advanced difficulty-level questions from Castle Learning.

EXIT TICKET1.Simplify -2(m + 3).

A. 2m - 6B. -2m - 6C. 2m + 6D. -2m + 6

2.Combine like terms and simplify 16y + 9 + 4 + 4y.

A. 20y + 12B. 24y + 8C. 20y + 13D. 24 + 8y

3. Simplify the expression: 8xy - (x + 2xy) + 3x

A. -6xy + 3xB. 6xy + 3xC. 6xy + 2xD. 6xy + 2y

4.

Simplify the expression 5g + 5 - 2g + g + 5h.

A. 5h - 4g + 5B. 5h + 4g + 5C. 5h + 4g - 5D. -5h + 4g + 5

While students begin the Exit Ticket, I will be distributing A/B/C/D index cards for assessment purposes. For each question on

demonstrating at least 75% mastery.

All Students/SIOP Component: Review and Assessment; SIOP Feature: Review

Homework

the Exit Ticket, for assessment purposes, I will ask the class in whole group to hold up their index card indicating their answer to each question.

Lastly during Closure, all students will be reminded of their homework assignment written clearly on the white board.

of key content concepts, feedback, and assessment of comprehension and learning (p. 232). I will know the lesson was successful if the majority of my students answer 3 out of 4 questions correctly. If I observe a problem on the Exit Ticket with which most students struggled, I will incorporate a similar problem in tomorrow’s Lesson Plan for Warmup.

Homework gives students the opportunity to review and practice what was covered in class and what they learned in the classroom.

References

Hutchison, C. (2010). Teaching Diverse Learners. Charlotte, NC: Catawba Publishing.

Echevarria, J., Vogt, M., & Short, D. (2008). Making Content Comprehensible for English Learners: The SIOP Model. Boston, MA: Pearson.