Kalie Rickard & Scott Tiefenthal

Lesson 7.2 Plan

Evaluating Expressions
I. Benchmark/Standard 6.EE.2Write, read, and evaluate expressions in hich letters stand !or num"ers. 6.EE.2cEvaluate expressions at speci!ic values o! their varia"les, include expressions that arise !rom !ormulas used in real# orld pro"lems. $er!orm arithmetic operations, including those involving hole#num"er exponents, in the conventional order hen there are no parentheses to speci!% a particular order &'rder o! 'perations(. )$2*eason a"stractl% and +uantitativel%. )$,-ook !or and express regularit% in repeated reasoning. II. Behavioral/'".ective /he students ill learn t o ne voca"ular% ords &evaluate and su"stitute( and ho to evaluate alge"raic expressions !or given values o! the varia"le. /his ill utili0e the student1s kno ledge !rom the previous lessons o! riting alge"raic expressions, as ell as prepare the student !or the next lesson o! simpli!%ing alge"raic expressions. B% the end o! toda%1s lesson, the students ill "e a"le to su"stitute given values !or varia"les and correctl% evaluate alge"raic expressions. III. 2nticipator% Set Bell *inger3 /he students ill evaluate numerical expressions and then e ill discuss them as a class. /his ill rein!orce the order o! operations and also allo us to clear up an% misconceptions the students ma% have. /he expressions the% ill evaluate are as !ollo s3 &45(6, 24 75#&&26(/4( 77 &&,4(/8(6&&22#,(/9(#&7,/6( 5 I:. '".ective/$urpose /he students have .ust recentl% "een introduced to alge"ra and it is a ver% challenging and !oreign concept to them. /he% are struggling ith the !act that their ans ers aren1t simpl% one num"er, "ut rather a com"ination o! num"ers, letters and operations. ;ope!ull% this lesson ill help them reali0e that alge"ra can help us solve !or one particular num"er and sho them the !lexi"ilit% o! alge"raic expressions. /he o".ective is !or them to "e a"le to replace varia"les ith given values and evaluate the expressions. /he next da%1s lesson ill involve the use o! real# orld pro"lems/situations. :. Input 2. /ask 2nal%sis 1. In!ormation the learner needs3 /he learner needs a "asic understanding o! alge"raic expressions, as ell as a kno ledge o! the mathematical operations &addition, su"traction, division and multiplication(. /his lesson ill rein!orce the students1 kno ledge o! the mathematical order o! operations. 2. $rocedure3 /he students ill ork on the "ell#ringer !or a"out 5 minutes. /his ill "e an individual activit%. /he class ill then colla"orate and "rie!l% discuss the "ell#ringer activit% &approximatel% 4 minutes(. <ollo ing the "ell ringer activit%, the students ill participate in an activit% dealing ith evaluating expressions called Evaluate /his. /he students ill ork in their pairs to complete the activit%. /he% are to count the num"er o! each color manipulative the% have and record it on their sheet. /he% then use this data to evaluate the given expressions. We ill come together as a class 75 minutes "e!ore class ends to go over this orksheet all together and clear up an% +uestions.

Kalie Rickard & Scott Tiefenthal

Lesson 7.2 Plan

With a"out 5 minutes remaining, the exit slip prompt ill "e put on the hite "oard and students are to respond to the prompt on the "ack o! their orksheets. /his ill take up an% remaining class time. /he teacher ill go through these !ormative assessments to ad.ust the learning !or the next lesson accordingl%. B. /hinking -evels3 Bloom1s /axonom% 7. -evels 7, 2 and 4, kno ledge, comprehension and application, are addressed in this lesson. Students are asked to de!ine the terms evaluate and su"stitute, discuss their ork and process ith classmates and evaluate expressions ith given values !or varia"les. =. -earning St%les and/or 2ccommodations 1. *emediation3 I! an extra resource sta!! is availa"le, then allo the student to ork ith this sta!! mem"er one#on#one. Students ill have maniuplatives to ork ith to provide visual aid. /he teacher ill ans er +uestions in such a a% that the responses sca!!old the student to ard the solution ithout completel% giving it a a%. 2. Extensions3 2sk students i! the% can come up ith/create real# orld situations using the given mathematical expressions. I! students !inish "e!ore the time is up, have them assist students ho are struggling ith this concept. Being a"le to teach it to another student is a true a% to kno i! the student thoroughl% understands the concept him/hersel!. 3. >i!!erentiating =urriculum3 /he students ill ork ith others &cooperative learning(, so there ill "e "oth ver"al and ritten ork. /he availa"ilit% o! manipulatives adds a ?hands#on@ portion to the curriculum i! the student so desires. >. )ethod and )aterial 1. Wa%&s( o! presenting3 /here ill "e ver% "rie! &i! an%( lecture !rom the teacher explaining the la%out o! the lesson. >iscussion ill "e a large part o! the activit%. /he students are expected to interact ith partners as ell as the entire class to conceptuali0e the task at hand. 2. )aterials needed3 Each student ill need a "lank sheet o! paper to take notes and participate during the arm up activit%. Each student ill need an Evaluate /his orksheet and manipulatives. /he% ill also need a pencil and calculator. :I. )odeling /he teacher ill do ver% little modeling during this lesson, "ecause the ma.orit% ill "e teaching through the colla"oration and communication o! the students. /he teacher ill, ho ever, "e prompting +uestions a"out the evaluating process and ho students kne hich mathematical operation to per!orm !irst and so on. /he teacher ill go around the room to check on di!!erent groups and see here the% are struggling. /he teacher ill then discuss these misconceptions ith the entire class so that the% can come to a collective consensus o! here these ideas came !rom and h% the% are incorrect. :II. =hecking !or Anderstanding A. Sample +uestions3 ;o man% manipulatives o! each color do %ou haveB Which mathematical operation do %ou per!orm !irstB Which comes nextB Which come lastB ;o do %ou kno hich mathematical operation to doB >oes %our ans er make senseB ;o can %ou check %our ans erB Is that the onl% ans erB =an %ou !ind another method to solve %our pro"lemB B. /each and check3 /he teacher&s( ill "e alking around the room, checking !or students understanding and ill also "e availa"le to ans er +uestions that the students ma% have

Kalie Rickard & Scott Tiefenthal

Lesson 7.2 Plan

and address common misconceptions a"out evaluating the e+uations. )ost o! the activit% ill "e done "% the students, and the% ill "e orking ith a partner to check their ork and ensure their understanding. C. *esponse3 2s e alk through the classroom during the ork time, the teacher&s( ill choose a !e solutions that the% see and ask them to sho their ork on the hite"oard and explain their thinking to their peers. /hese selected students ill also "e asked +uestions "% the teacher&s( as the% ork through their pro"lems. :III. Cuided $ractice :er% little guided practice ill occur, "ecause a ma.orit% o! the students learning ill occur during the Evaluate /his activit%. ID. Independent $ractice Students ill participate in the Evaluate /his activit% individuall% or in pairs. /his activit% allo s them to use di!!erent manipulatives to evaluate expressions and "uild an understanding o! hat it means to evaluate expressions. /his also re+uires students to recall prior kno ledge o! riting alge"raic expressions, order o! operations, and riting a mathematical pro"lem in ords. Students ill also "e asked to explain their thinking as ell as explain their methods o! evaluating the expressions. D. =losure /he exit slip !or toda% ill have students put together hat the% kno a"out riting alge"raic expressions and solving alge"raic expressions "% !irst taking a ritten pro"lem and riting it as an alge"raic expression, and then evaluating that expression. Students ill also "e asked to rite a !e sentences on their thought a"out the pro"lem as ell as explain their solving methods.