Subject: Math Equals

Chapter #1 Section C Lesson # 5

Teacher: GILL

Date(s):04/15/2015 4/30/2015

Ongoing with active note taking by the teacher in notes column.

CCLS: Algebra: A-CED 1 (Algebra creating equations 1)

1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions and
exponential functions.

Chapter 4 Section: C Lesson 3

Objective: Students will be able to identify secondary colors.

Warm Up or Explore (5 Minutes)

Vocab Review OR Poster]
Vocabulary Review (Warm Up-A): Recall Information:
Show vocabulary card, Students will The teacher will do a brief exercise with the
point to the vocabulary card and
students to activate previous knowledge. The
say the word color or use an AAC students will come to the SMART Board and do
device.
a matching game to find the secondary colors
discussed in the last lesson. After each student
comes to the board, they will choose a new
volunteer, using an AAC device, to let their
classmates know it is their turn to come to the
board.
Explore/Introduce and Connect (3-5 Minutes)
[Do Now]
Tools & Manipulatives OR Poster
Tools and Manipulatives
Poster (Explore-A):
(Explore-B)
Use the poster to find the colors: orange, green
The teacher will discuss the poster and purple.
and the student work with the
Some students will be called to the Smart Board
students, by matching different
to model for the class and find a secondary
P721K Suggested Lesson Plan 2014-15

Teacher Notes
Fill out notes section as need to
reference:
Where you left off during the lesson, if
lessons need to be re-taught, if
lessons/sections need to be skipped, student
progress, etc.



items (butterflies, picture symbols,
food items, manipulatives, etc.) to
the items that the students circled
on the poster. Do they
_____(match)? The teacher will
show the vocabulary card for the
word match and ask the student to
read it. (yes/no) Yes- They are the
same_____(color). The teacher will
show the color vocabulary card and
ask the students to fill in the blank
either by verbalizing or using an
AAC device. What color is it?
(purple, green, orange)

color.
The rest of the class will pass the poster to each
other and find a secondary color on the
laminated poster (circling with dry erase
marker). One of the students who modeled on
the board will assess their classmates work, by
checking with them to see if they completed the
task.
The student will ask each classmate, Did you
find a secondary color?(using AAC, sentence
strip or verbally). The classmates will answer
using AAC device or verbally Yes/no. Higher
order thinking, the student will be asked to
identify the color they found.
OR
The teacher will match the item circled with the
vocabulary card, or ask the student to match the
vocabulary card, to the color. The teacher will
then ask the students to repeat or say the color
that was matched. This will continue for three
colors; purple, green, orange.
Teach (5 Minutes)
[I Do]
Model differentiated instruction, teach content
Visible Thinking or Solve It
Visible Thinking
Solve It
Place orange, green and purple colored
Concrete: Hold up an actual item
items and vocabulary cards in to a pocket
(that students use in their every
day lives). Ex: Show a purple book chart.
1. Match colored object to same colored
bag. This is purple and match to
object (using same objects). Place a
the same color using a picture
secondary colored item in the pocket
symbol or piece of construction
chart. Ask the students to match the color,
paper.
when given a set of different colored
Sub-concrete: Hold up a picture
symbol, color vocabulary card (text items. The teacher will place the matching
P721K Suggested Lesson Plan 2014-15

and color) and match to colored

paper or picture symbol. Ex: Hold
up green picture symbol card of
paint can and match to green
construction paper.
Abstract: Write the name of a
secondary color (using that color)
on paper or Smart Board. Ask the
students to identify the color by
reading the text. Differentiation,
write the color in black and ask
them to identify the color.

item in the pocket chart.
2. Match picture symbol color to colored
object(same color, different picture and
object). Place a picture symbol of another
secondary color in the pocket chart. Ask
students to match the color, when given a
set of different colored objects
3. Match colored picture symbol to colored
picture symbol, using different pictures.
Place a picture symbol of another
secondary color n the pocket chart. Ask
students to match the color from a set of
colored picture symbol vocabulary cards.
Modeled by teacher for following student
activity.

Problem Solving (10 Minutes)

[We Do]
DEMO or Sensing Math
A. DEMO: Workmat # 2,3,6
Sensing Math Activity
Break into groups optional
Level 1 Students will break up into
instructional grouping.
Level 1 Students will MATCH
secondary colors using work mat 3,
peg-board or nuts and bolts.
Level 2 students will work
independently if possible.
Level 2 Students will SORT
secondary colors (2-3 colors) using
work mats, picture symbols, blocks,
nuts and bolts, ang-legs, etc.
P721K Suggested Lesson Plan 2014-15

Students can request candy by color (purple,

orange, green)
OR
Students can make secondary colors using food
dye and cups of water. Each group of two will be
assigned a color, and will be given the two
colors that can be mixed to make a secondary
color (the color can be of their choice or
assigned to the group). The students will be
prompted to identify the color once it is mixed.
Higher order thinking, the students will identify
the two colors that were mixed in order to



Students will receive picture
symbols for visual cues and
instructional support. (picture
symbols: sort, match, purple, green,
orange)

TRY IT:

Problem Solving ( 10 Minutes)

Differentiated Instruction
[You Do]
TRY MORE:

Skill Drill Work Sheet

(Chapter # 1 -Section C-Lesson # 5)
(1C5) Level 1 & 3

create the secondary color.

If time allows, students can move on

to the problem solving worksheet.
Problem Solving worksheet
(Chapter # 1 -Section C -Lesson #5)
(1C5) Level 1 & 3

Close ( 3 Minutes)
[Closure]
Show Me, Show Others (Close-A) Number Notes (Close-B)
Students will demonstrate their
Review the number notes that were taken during
knowledge of the content from this
the lesson. Go over the objective with students,
lesson, by reviewing their class
reiterating the colors and labeling them with the
work. Students will go over their
students (pointing, AAC, verbally, etc.)
work sheets and identify the
secondary colors (pointing, verbally) OR
P721K Suggested Lesson Plan 2014-15



Student Led Assessment:
Two students will come around to each
classmate and check their classmates work.
One student will use an AAC device to ask,
What are the secondary colors? The students
will assess their classmates using the AAC
device to tell what the secondary colors are.
Another student will check to see if they did the
work, by marking a check on the students class
work paper.

SANDI LEVEL 3

INSTRUCTIONAL GROUPING
SANDI LEVEL 2


Tamika, Andy

SANDI LEVEL 1
Nadiya, Sekina
Anne, Anthony

Paraprofessional Assignments
Rudy
Kiesha
During instruction, assist Anthony,
During instruction, assist Sekina, Andy and
Nadiya and Anne
Tamika.
If breaking into instructional groups;
If breaking into instructional groups;
During group work, assist Anthony,
During group work, assist Nadiya and Sekina Tamika, Anne, Andy
Materials for Chapter 1 Section C Lesson 5
Communication: GoTalk 9, Yes/No, Big MAC AAC devices
Instructional Support: picture symbols of secondary colors and task instructions,
laminated poster, Smart Board, Ablenet website, differentiated Equals work sheets,
Teacher made worksheets, work mats, etc.
Manipulatives: pegs, peg board, nuts & bolts, blocks, ang-legs, etc.
P721K Suggested Lesson Plan 2014-15

Homework/Extensions

Chapter work sheets

Letter to parents about how to support math instruction at home,
Assignments in accordance with instructional support.

P721K Suggested Lesson Plan 2014-15