Unit Plan

Grade: 5
th
Unit Title: Functions, and Algebra Focus: Equations and Properties
Subject: Math
Approximate Time Required: One week


Main Purpose:

The main purpose of this unit is to teach 5
th
grade students about equations and
properties in patterns, functions, and algebra focus. In addition, students need to
learn about the relationships found in a number pattern and express the
relationship. It is also important that the students learn to investigate the concept of
variable and the distributive property over multiplication over addition. The
students will also learn model one-step linear equations in one variable and create a
problem situation based on a given open sentence.


Behavior Objectives:

I. Math
a. SWBAT investigate and describe the concept of variable.
b. SWBAT to write an open sentence to represent a given mathematical
relationship, using a variable.
c. SWBAT model one-step linear equations in one variable, using
addition and subtraction
d. SWBAT create a problem situation based on a given open sentence,
using a single variable.


Content Outline:

I. Math
a. SWBAT investigate and describe the concept of variable.
i. Knowledge of what an equation is
1. Set up of equations-only adding and subtracting
a. Plus, minus, equal signs
2. Equal sign is a balance
a. Use manipulatives: the operations balance
b. Then represent
c. Then numbers
ii. Solve addition and subtraction equations
1. Addends up to three digits
a. Understand place value
iii. Knowledge of an expression
1. Does not have an equals sign
2. An equation/open sentence has two expressions that
equal each other
iv. Variable pg 266
1. Have been doing this since 1
st
grade
a. 4+1=x 4+x=5 x+1=5
2. Represents a number/amount that is needed
a. Use counters, smarties, m&ms, beans
3. Can be any letter or symbol
a. Use representation
b. SWBAT to write an open sentence to represent a given mathematical
relationship, using a variable.
i. Open sentence pg 264
1. Does not have words
2. Uses a box or letter that needs replaced
3. Contains a variable and an equals sign
4. Open sentence=solve for variable in the equation
ii. Needs to have a missing part
1. The variable
c. SWBAT model one-step linear equations in one variable, using
addition and subtraction
i. Using a variety of concrete material
1. Manipulatives on desk: Counters, white boards,
smarties
ii. Be able to draw a picture of the model
1. Similar to the representation on desk
iii. Be able to use the number balance and draw the correct
answer
1. Can use any symbols to draw
d. SWBAT create a problem situation based on a given open sentence,
using a single variable.
i. Meaning of words
1. Converting words into math symbols
2. Sum, addend, plus, and, total, increased by
3. More, difference, less than, decreased by
ii. Verbal expressions can be translated to variable expressions


Procedures and Activities:

Procedures: What the teacher does Activities: What the students do
Direct Lecture with visuals Notes Page
Direct Guided Instruction Use of manipulatives
Direct Didactic Questioning Answering the questions
Monitor and Facilitate Cooperative Learning group work
Monitor and Facilitate Experiential manipulatives
Monitor and Facilitate Independent study homework

Instructional Aides and Resources:

I. Manipulatives
a. Counters
b. Smarties
c. Beans
d. M&Ms
e. Number Balance
f. White Boards
II. Worksheets
III. Math books for variables and open sentences
IV. Simulation websites



Assessment:

Math
SWBAT investigate and describe the concept of variable.
SWBAT to write an open sentence to represent a given mathematical relationship,
using a variable.
SWBAT model one-step linear equations in one variable, using addition and
subtraction
SWBAT create a problem situation based on a given open sentence, using a single
variable.
Formal Graded (indicate high or low
stakes)
Informal Ungraded, Feedback only
Homework low Notes pages
Quizzes low Didactic Questions
Exit tickets low Responsive Questions
Unit test - high Entry tickets











Lesson Map
Day 1 Day 2 Day 3 Day 4 Day 5
-Discussing and
discovering the
concept of a
variable
-Understand the
difference
between open
sentence/equation
and expression
-Introduce
addition open
sentence
-Review Day
1
-Continue
addition open
sentence
-Introduce
subtraction
open
sentence
-Write open
sentences
-Review
addition and
subtraction
open
sentences
-Model one
step linear
equations
using number
balances
-Review
-Continue
modeling with
balances,
manipulatives,
and drawing
-Create
problem based
situations
-Understand
the meaning
or words
-Review
-Classwork
with
modeling and
problem
based
-Individual
work on
review of the
week































Lesson Plan

Grade: 5th
Unit Title: Functions, and Algebra Focus: Equations and Properties
Subject: Math
Approximate Time Required: One day


Content Outline:

I. Math
a. SWBAT model one-step linear equations in one variable, using
addition and subtraction
iii. Using a variety of concrete material
1. Manipulatives on desk: Counters, White boards,
smarties
iv. Be able to draw a picture of the model
1. Similar to the representation on desk
v. Be able to use the number balance and draw the correct
answer
1. Can use any symbols to draw


Main Purpose/Rationale:

The main purpose of this unit is to teach 5
th
grade students about equations and
properties in patterns, functions, and algebra focus. In addition, students need to
learn about the relationships found in a number pattern and express the
relationship. It is also important that the students learn to investigate the concept of
variable and the distributive property over multiplication over addition. The
students will also learn model one-step linear equations in one variable and create a
problem situation based on a given open sentence.


Day 3

Lesson Level Objectives:

After reviewing from the previous day, the students will be able to solve addition
and subtraction open sentences with 100% accuracy.

After using manipulatives and the number balance, along with a worksheet, the
students will be able to model one-step linear equations in one variable, using
addition and subtraction, with 100% accuracy.


Lesson Opening:

Once the students have entered the classroom and are seated calmly and quietly I
will say, Continuing from what we were doing yesterday, we will work with more
addition and subtraction open sentences, also known as equations. I will have two
equations on the board, one addition and one subtraction. This will be their warm-
up. It is now time to complete the warm-up and once you are finished, raise your
hand, and I will come and check your answers. This is to be completed by yourself
and silently. I will then continue to check the students answers once they have
raised their hands. Once all of the students are finished I will say, Now who can tell
me what a variable is? I will wait to get a few answers from the class. What is the
difference between an expression and an equation? I will again take a few answers
from the class. Great! Now today we will be using smarties and the number balance
to model what linear equation physically looks like. This will help you to visual how
we are solving for the variable. Lets begin by making sure everything is off your
desk and get out a sheet of paper.



Connection to Prior Learning:

This begins during the lesson opening, when I begin by asking what a variable is and
what the difference is between an expression and an equation. It also takes place
during the warm-up when they are doing skills that they have learned earlier in the
week. While I am passing out the smarties and preparing the number balances I will
ask the students to complete the addition and subtraction problems on the board
and turn it in at the end of class. We will then go over the problems and I will
answer any questions. This connects back to the basic facts of addition and
subtraction that the students need in order to solve for the variable. Then I will
begin to demonstrate the new material for the day.



Instructional Strategies/Procedures:

To begin the activity, the boards will be wiped clean. I will then write an equation on
the board, X + 3 = 5. Everyone can now take the smarties out of the wrapper. Do not
eat any of them yet, wait until the end of class. Now using the smarties show me
what you think this equation looks like. How would you represent it? (I will give
them some time to think about it and then I will walk around to see what they have
done. I will then begin to create the equation out of smarties at the front of the class
on the projector. I have three smarties in the first group. In the other group I have
five. Which group represents the sum or the total? Ill take some answers. The
second group with five smarties is the total, meaning this is the group we are
changing correct? Now what would we usually do when trying to solve for X? Once
someone says the correct answer, Correct! We would subtract three from five. So
with addition problems, my first group of smarties shows me how many I need to
take away from the second group or the total. Everyone now move three smarties
away from the second group. How many smarties do you have left? Correct! Two
smarties, that is your answer for X? I will then answer any questions they have at
the time. Dont forget to be writing your own notes down in your math spiral.

Now model X + 2 = 6 on your own. Do not forget to create your own group when
solving for X. I will give the time to do this own their own. Then I will model and
solve the equation at the front of the class. Is this what everyone had? If not where
do you think you went wrong? Try again to model and solve the problem. After this,
I will have three equations on the board. I would like everyone to model and solve
these equations and then draw them in your math spiral. To draw them you will just
be drawing exactly how the smarties look. You can use circles or squares or
anything you like to represent the smarties. Lets all use circles for now. Then I also
want you to draw the third group that you create, which solves for X.

Now we are going to try some subtraction equations. I will have X 3 = 1 on the
board. Who can tell me what we would do to solve for X? After taking some
answers, Correct! We are changing the one by added three to it to solve for X. How
do you think we would model this using the smarties? Allowing them time to move
the smarties around and investigate, Lets do this together. Three is the number we
are moving while one is the number/total we are changing, so three is my first
group and one is my second group. Now since it is a subtraction problem, I have to
add the number to the total, so I will move my first group of smarties, three, to my
second group, one. Now we have a new group with four smarties and we just solved
for X! Once again I will have a different problem on the board for the students to try
on their own and then we go over it together as a class. Then I will have three more
problems for them to model, solve and draw in their own math spirals.

One other model we will be working with today is number balances. Lets think
back, what do we say the equal sign represents? Taking some answers, Correct!
The equal sign is a balance. So the middle stand of this number balance represents
the equal sign. We want both signs to balance each other out and in order to do so,
we will have to solve for X. Using the equation, X + 3 = 5 I will put the first group of
blocks on the balance, so three blocks. Then I will put the second group of blocks
on the other side of the balance or equals sign, so five blocks. Now that the balance
is uneven, lets balance it out! How many more blocks do I need to make the balance
level, to equal five?...Correct! Two more blocks! We just solved for X. Lets draw this
out now. (Here I will draw a balance on the board with blocks and an X to represent
what we are solving for. Then I will color in two more blocks to balance it out, by
that solving for X. This shows them how to draw the number balance. Now we are
only going to use this model to represent addition for now. Does anyone have any
questions about what we learned today? I will now pass out the worksheet, exit
ticket, they will be doing in class. For this worksheet, your exit ticket, you will need
a pencil and a colored pencil as well. This is to be turned in by the end of class and
you are working by yourselves. If you need help, raise your hands. You can also use
your smarties.



Product:

Exit ticket with examples of what we did in class so that they students can use it to
study when they get it back the next day. They will have also taken notes in their
math spiral.



Assessment:

Exit ticket low stakes (Corrections will be made for studying purposes)



Closure:

Once you have completed your exit ticket, turn it in by placing it in the blue math
bin on the counter. Then sit back down silently at your desk. I will pass out your
math homework for tonight and put that immediately in your take home folder.
Once everyone has completed these directions and sitting quietly we will get ready
to go to our special today, which is art.



Homework:

Worksheet


Differentiation:

See Attached



Materials:

-Smarties
-Number Balance
-Exit ticket
-Homework worksheet
Differentiation of Instruction

Tier 1 Analysis
Lesson Clarity - Make sure I have students attention,
engaged
- Make connection to prior learning
- Scripted lesson plan
- Asking questions
- Instructional variety
- Reflective teaching
- Using student ideas
Instructional Variety - Multiple Intelligences:
Musical, Visual, Verbal, Intrapersonal
- How many types of activities they are
doing, small group, whole group,
individual
- Notes in math spiral
- Lecture
Student Engagement - Instructional Variety
- Lesson Clarity (exit ticket)
- Using student ideas
- Probing
Student Success Rate - Foundational information at 100%, makes
them feel capable
- Day three 80%, activity harder to develop
mastery
Using Student Ideas/Contributions - Asking the students questions
- Using their input which then adds to more
discussions
- Discussion
Questioning/Probing - Asking their prior knowledge
Signaling/Structuring - Closing the door
- Things to get attention: clapping
- Transitioning
- Bridging from one activity to another
- Emphasis
- Structure: the lesson plan itself with
supporting practice








Tier 2 Analysis
Modifications for a Gifted Learner
Content Changes - Average content plus enriched content
Process Changes - Engage them more in conversation
- Ask higher order questions
- Mainly same process
Product Changes - May be more difficult
- Higher level
- Ask more comprehension questions




Tier 2 Analysis
Modifications for a Slow Learner
Content Changes - Average content with added practice
and repetition
- More explanation
Process Changes - Increase engagement in conversation
- Ask them questions including more
probing
- More direct instruction
- Increase modalities (Multiple
Intelligences)
- Peer partnering
- Specific monitoring
- Repeat instruction/check comprehension
- Give assignment in smaller pieces
- Make notes and manipulatives more
accessible
Product Changes - Have a set of notes prepared, just fill in
the blank
- Has pictures and memory clues on it
- More repetition
- Allow for more time on tests and quizzes
and the use of manipulatives



Tier 2 Analysis
Modifications for a Student with ADHD
Content Changes - Average content but with a good bit of
instructional variety
- Engaging
Process Changes - Engage them in conversation
- Add active learning more, example being
hand movements
- More direction instruction
- Increase modalities
- Peer partnering
- Monitoring
- Breaking the assignment in smaller pieces
- Make manipulatives readily accessible

Behavior:
- Sit in the front, close proximity to the
teacher
- Allowing breaks
- Classroom management techniques
Product Changes - Mainly the same product but with a
variety of activities
- More drawing and modeling questions
- Different fonts and sizes on it
- More time on tests and quizzes



























Exit Ticket
Modeling One-Step Linear Equations


Name: ________________________________________________________ Date: ________________________

Directions: For all of the equations, solve for X by drawing the model you would use.
For addition equations, draw both the smarties model and the number balance
model.

1. X + 4 = 6


2. X - 5 = 2




3. X 4 = 8



4. X + 3 = 11


Homework
Modeling One-Step Linear Equations


Name: ________________________________________________________________ Date: ________________

Directions: For all of the equations, solve for X by drawing the model you would use.
For addition equations, draw both the smarties model and the number balance
model.

1. X 9 = 2



2. X 5 = 9



3. X + 8 = 11


4. X + 3 = 8


5. X 7 = 4




6. X + 6 = 9





Directions: Solve the one-step linear equations for X. Show your work. You do not
need to draw all of the models, but you can if you want to and they help you solve
the equations.

1. X + 11 = 19 2. X 12 = 5




3. X 20 = 6 4. X + 13 = 21




5. X + 8 = 22 6. X 14 = 23




Unit Test
Algebra Focus: Variable and Open Sentences/Equations


Name: ____________________________________________________________ Date: ____________________

Directions: Answer the following questions to the best of your ability.

1. Describe what a variable is.




2. Describe what the difference is between an expression and an equation/open
sentence. Then create an example for each.





Directions: Write the equation for the given problem. You do not have to solve the
equation.

1. Suzie has 11 total cookies in her basket. She put 7 cookies from the basket onto a
plate. How many cookies does Suzie have left in her basket?




2. Rachad has 5 shirts in his closet. He wants to have a total of 8 shirts. How many
more shirts does Rachad need to reach his total?




3. Chloe only has 2 lolipops left. She gave 6 lolipops to her friends. How many
lollipops did Chloe begin with?








Directions: Solve the one-step linear equations for X. Show your work. You do not
need to draw all of the models.

1. X 25 = 8 2. X + 13 = 21



3. X 8 = 12 4. X + 7 = 16




5. X + 11 = 23 6. X 15 = 9




Directions: For all of the equations, solve for X by drawing the model you would
use. For addition equations, draw both the smarties model and the number
balance model.

1. X 6 = 4






2. X 8 = 2








3. X + 11 = 15




4. X + 3 = 7


5. X 15 = 4




6. X + 2 = 11

Directions: Create your own word problem using the equations given.

1. X + 5 = 7





2. X 3 = 9





3. X + 4 = 8




4. X 6 = 1