Lesson Plan 2

Teacher(s): Cordrey Subject:Math Grade(s): 9-12 Grade band: HS Setting: Unit: Interpreting Expressions
Number of Students:
Standard:Algebra: Seeing Structure in Expressions (SSE)
Algebra REI HS 1: H.S. 1- Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original has a solution. Construction a viable argument to justify a solution method
Essence: HS.1 Interpret the structure of expressions
REI H.S. 1 Justify a solution method
Extensions: E3: Identify mathematical symbols
E2: Identify expression as numeric or variable
E1: Identify how many terms there are in the equation
REI H.S. 1-
E1: Given the steps to solve and equation, sequence the steps in the correct order.
E2: Identify operation (s) needed to solve an equation.
E3: Match the equation with an equivalent expression
Lesson Objective:Students will be able to identify if an expression is numeric or variable.
Students will be able to identify components for solving equations.
Least support / Moderate support / Most support
Students will be able to identify expressions as a numeric or variable expressions.
When given the steps to solve and equation student will be able to sequence the steps in the correct order / Students will identify numeric or variables in a given expression.
Student will be able to Identify operation (s) needed to solve an equation / Students will identify/touch/eye gaze towards mathematical variable or numeral.
Student will be able to match the equation with an equivalent expression
Activities:
  1. Students will be introduced to a Smart Board activity introducing the difference between variables and numerals
/
  1. Students will put hand motions/song to the meaning of the terms variable and numeral to distinguish and understand their meaning.
  2. Students will be introduced to expressions.

  1. Students will need to locate variables and numerals in mathematical expressions on Smart Board. (variables and numerals)
  2. Small group: Students will need to identify numeral or variable in mathematical expressions. (worksheet)
  3. Small group: numeral and variable manipulative sort
  4. Whole group: Determine if the expression is a variable or numeric expression.
  5. (create work boxes for students) sorting variables and numerals
/
  1. Students will need to identify mathematical symbols in story based math problems. Students will need to highlight/circle/eye gaze to symbols. (Attainment)
(adapt stories based on students different levels)
Warm-up:
A review of mathematical symbols and their meanings on word wall.
Key Vocabulary:
expression / Numeral / Variable
Term / symbol
Materials:
Work boxes for sorting activities
Attainments: Teaching to Standards Math or other story-based math problems
Barriers:
Visuals / writing
Verbal responses / sorting
Math concepts: Identifying numbers
Universal Design for Learning (UDL) brainstorm:
Representation
How will instructional content and materials be presented to the students (the “what” of learning)? / Actions/ Expression
How are the students able to interact with the materials and demonstrate knowledge (the “how” of learning)? / Engagement
What interests and engages students in the learning process
(the“why” of learning)?
Tactile symbols / Use of calculator / Small group
Color coded symbols / Smart Board Activity / Student involvement
Basic addition/ subtraction problems / Modeling / Standard based lessons
Enlarged images / Sort & match symbols / Reinforcement
Variable and numeral cards for everyone
Teaching Strategies:
Direct instruction / Modeling
Repetition / Small group & whole group
Assessments: / Response mode:
Student worksheets / Switches
Teacher made mini assessment checklist / Communication books
Student matching activity / Communication devices
Picture prompts
Verbal
Possible accommodations to use with this lesson:
Enlarged print / Adapted calculator
Objects / Enlarged number line
Manipulatives / Equation templates
Closing Activity:
Small group: Exit ticket: Identifying numeral or variables based on their ticket.

ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education