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Samuel Langhorne TEMS 302

1. Grades: 6th Subject: Math Content Focus: Solving Multiplication and Division Equations Common Core State Standards (CCSS): 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. 7.EE.4a 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? 2. Purpose/Relevancy Statement: Students will learn about solving multiplication and division equations. Students will benefit from this because the ability to properly manipulate equations is necessary for students to be able to make calculations such as calculating interest on their bank accounts. Students will want to learn this because the lesson utilizes individual and group work, which will be complemented with movement throughout. 3. Accommodations: The following accommodations/modifications may be employed: ! Teachers notes may be provided - employing a modified CLOZE Procedure, ! A peer-review partner may be provided, ! Increased time and/or alternative location for assessments may be provided. 4. Resources: KWLS Charts provided for students Computer and projector 5. Performance Objective - Audience/Behavior/Conditions/Degree (ABCD) Format The student (A) will be able to properly solve multiplication and division equations (B) with the use of examples given and class review (C) with 85

Samuel Langhorne TEMS 302

%+ proficiency (D). 6. Content Literacy Strategy: A KWLS chart will be used to demonstrate what students already Know and Wonder about the HOW ADDITION/SUBTRACTION EQUATIONS ARE SIMILAR TO MULTIPLICATION/DIVISION EQUATIONS. Throughout the lesson the students will be asked to fill out things they Learned. At the end of the lesson students will fill out one thing that they Still wonder about. The KWLS chart will be used as the students exit ticket from the classroom to help the teacher better understand any areas that may need to be retaught in the next lesson. 7. Bell Work: Upon entering the room, students will fill out their planners by adding the classs outline that will be written on the board. The Left hand corner of the front white board should contain the following information: IC: pg. 447-450 Real World Problems, # 1-4 GP: pg. 450 # 1-8 HW: Independent Practice pg. 451 #1-12 IC stands for In Class work and GP stands for Guided Practice. 8. Opening: Teacher will prompt, What are the steps for solving addition and subtraction equations? (Pause for hands to be raised) The steps are 1) isolate the variable by finding a zero pair, 2) balance both sides of the equations, and 3) bring everything down to find the solution. What is a coefficient? (Take student answers) A coefficient is the factor that is multiplied or divided by a variable. It is the number attached to the variable. Now the teacher will introduce the KWLS Chart to the students What you need to do is write down ONE thing that you already KNOW about the similarities and ONE thing that you wonder about the similarities. While you are filling out the K and W portions of the chart I will be calling you up individually to staple your progress report into your planners Once all progress reports are handed out have students take their seats and ask a few students if they would like to share what they have written for the K and W portions of their charts.

Samuel Langhorne TEMS 302

9. Instructional Method: A. Open the online book and project it onto the white board. Open the virtual book to page 447. B. Teacher explains the opening vocabulary and the block diagram. C. Division Property of Equality a. The teacher will explain the definition and symbols in the KEY CONCEPT box. Notice that each side of our balance is the same because we divided the same thing, c, from both sides. b. The teacher demonstrates examples 1 and 2 on the board. c. The teacher then says, Okay now it is your turn. I want everyone to complete a, b, and c in the GOT IT section. You may talk with a neighbor near you if you need help. When you are finished stand up next to your desk. As students finish working, select three students to each complete one of the problems on the board. Have students describe the steps they took using complete sentences. d. Walk through Example 3 showing how the problem can be turned into words, a variable, and finally an equation e. Divide the class into pairs and have them work on GOT IT problem d. After students finish, choose a group at random to explain how they set up and solved the equation using only spoken words. D. Have the students record a sentence about what they have L LEARNED in their KWLS Charts. E. Multiplication Property of Equality a. The teacher will explain the definition and symbols in the KEY CONCEPT box. Notice again that each side of our balance is the same because we multiplied the same thing, c, to both sides. Notice that the KEY CONCEPT boxes for the addition, subtraction, division, and multiplication properties of equality are all extremely similar. Why do you think that is? (take student responses and clear up any misconceptions that may have formed) b. The teacher demonstrates examples 4 on the board. The teacher then says, Know let us try the next three GOT IT problems e, f, and g. When you are finished, stand next to your desk on your RIGHT foot. As students finish working, select three students to each complete one of the problems on the board. c. If time allows have three more students go to the board to check the three solutions.

Samuel Langhorne TEMS 302

10. Guided Practice: A. Number off the groups of pairs formed earlier as As and Bs. Teacher says, The As will solve the odd problems (#1, 3, and 5) and the Bs will solve the even problems (2, 4, and 6). Solve these problems ON YOUR OWN and then switch papers with your partner. You will then check the solutions that your partner found. Have students discuss and issues that they found with their partners work. B. Choose 2-3 problems from #1-6 on pg. 50. Work through these examples. a. Choose one of the examples and make an error and see if the students can find and correct it. C. Proceed through examples 7 and 8 as time allows. Allow students to work out the problems first before asking questions about the process. D. Have the students record a sentence about what they have L LEARNED in their KWLS Charts. Have the students answer #9 from the book for this L. 11. Lesson Closure: A. The teacher asks, How are addition/subtraction equations the same as multiplication/division equations? (Pause to give students time) Review any topics as needed to clear up any misconceptions. B. Using COMPLETE SENTENCES, write down at least one thing you that you STILL WANT TO KNOW on your KWLS charts. a. If time allows, ask students to share a LEARNED or a STILL WANT TO KNOW from their charts. C. Teacher says, Your HOMEWORK starts on page 451. You need to complete #1-12 of the INDEPENDENT PRACTICE section. Number 10 asks you to use a bar diagram. YOU ARE NOT REQUIRED TO USE THE DIAGRAM BUT YOU MUST SHOW ALL OF YOUR WORK FOR EVERY PROBLEM. D. The teacher will thank the students for allowing me into the students classroom and school. Ask them to fill out a short survey about how the teacher can improve. DO NOT PUT YOUR NAME ANYWHERE ON THIS PAPER! E. The teacher says, Your KWLS chart and your survey are your exit tickets. As you leave the room you need to 1) clean up your area and 2) hand me your KWLS chart and survey. Enjoy the rest of your day!

Samuel Langhorne TEMS 302

12. Formative Assessments: a. Teacher polls the students, using a thumbs-up format for a quick check for understanding. b. Students are asked to go to the board to show their work and their reasoning. 13. Re-Teaching, Independent Practice, Extension Activity: a. Re-Teaching Plan: Teacher uses the results of the KWLS Charts to re-teach concepts differently, through increased student dialogue, peermodeling/presenting, increased movement, increased writing, and/or employing graphical organizers. b. Independent Practice: Students can work on the Higher Order Thinking problems #14-16 on page 452. c. Extension Activity: Students can be asked to observe how equations could be used in their other classes especially science and money problems. 14. Summative Assessments: Students will take an end-of-unit test, complemented by a presentation or a portfolio assessment, covering the topics of equations and inequalities. Students will also take a quiz at the end of the week. 15. Reflection Notes: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

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