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Instructional Software

Lesson Idea Name: Algebraic expressions: Introduction (session1)

Content Area: Mathematics/Algebra/Expressions
Grade Level(s): 6TH grade

Content Standard Addressed:

1st semester unit 3 (Woods, 2016)

MGSE6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.

MGSE6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.

MGSE6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers.
For example, express the calculation “Subtract y from 5” as 5– 𝑦.

MGSE6.EE.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient,
coefficient); view one or more parts of an expression as a single entity. For example, describe the expression
2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

MGSE6.EE.2c Evaluate expressions at specific values for their variables. Include expressions that arise from
formulas in real-world problems. Perform arithmetic operations, including those involving whole-number
exponents, in the conventional order when there are no parentheses to specify a particular order (Order of
Operations). For example, use the formulas 𝑉 = 𝑠 3 and 𝐴 = 6𝑠 2 to find the volume and surface area of a cube
with sides of length 𝑠 = 1/2.

MGSE6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the
distributive property to the expression 3(2 + 𝑥) to produce the equivalent expression 6 + 3𝑥; apply the
distributive property to the expression 24𝑥 + 18𝑦 to produce the equivalent expression 6(4𝑥 + 3𝑦); apply
properties of operations to 𝑦 + 𝑦 + 𝑦 to produce the equivalent expression 3𝑦.

MGSE6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same
number regardless of which value is substituted into them). For example, the expressions 𝑦 + 𝑦 + 𝑦 and 3𝑦 are
equivalent because they name the same number regardless of which number 𝑦 stands for

Technology Standard Addressed:

Instructional software (Bagwell College of Education, 2018)

Standard 1: Technology Proficiency

Candidate demonstrates proficiency with current and emerging technologies.

1.1 Candidate explores and uses a variety of current and emerging technologies to support learning.
1.2 Candidate troubleshoots basic technology issues in the classroom.

Standard 2: Technology Integration

Candidate demonstrates the ability to integrate technology into standards-based teaching, learning, and

2.1 Candidate selects and evaluates digital tools and resources (academic content, technology tools, and
information) for quality, accuracy, and effectiveness, and uses developmentally appropriate resources aligned
with standards to engage learners.

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Instructional Software
2.2 Candidate plans and implements technology-enhanced learning experiences using a variety of evidence-
based instructional strategies (e.g. higher order thinking, problem solving, creativity, authentic learning, and
collaborative learning).
2.3. Candidate uses technology tools to facilitate communication and collaboration of learners, families,
and colleagues in local and global learning communities.
2.4 Candidate uses technology to personalize learning by designing and customizing instruction to support
learner strengths, needs, and interests.
2.5 Candidate uses technology to engage learners in assessment practices and adjust instruction to meet
learner needs. 2.6 Candidate implements effective classroom management strategies when integrating
technology and ensures learners are engaged and using technology for learning.
2.7 Candidate promotes equitable access to digital tools and resources.
2.8 Candidate promotes digital citizenship by modeling the safe, legal, and ethical use of digital information
and technologies, including appropriate documentation of sources and responsible use of social media.
2.9 Candidate uses digital tools and resources to ensure accessibility and relevance for all learners.
2.10 Candidate engages in ongoing professional learning by connecting online with other educators and
using social media tools to build a professional learning network (PLN).

Standard 3: Blended/Online Learning

Candidate demonstrates the specialized knowledge and skills necessary for teaching and learning in a
blended/online learning environment.

3.1 Candidate identifies basic principles of effective blended/online learning.

3.2 Candidate designs learning experiences for a blended/online learning environment.

Bagwell College of Education. (2018, September 18). Kennesaw State University. Retrieved Jun 20, 2018, from
Bagwell College of Education: http://bagwell.kennesaw.edu/epp-standards/
Woods, R. (2016, July). Georgia Standards Of Excellence Curriculum Map Mathematics. Retrieved Jun 2018,
2018, from GeorgiaStandards.org: https://www.georgiastandards.org/Georgia-

Selected Technology Tool: Brain POP online tool

URL(s) to support the lesson (if applicable):


Type of Instructional Software:

☒ Drill and Practice ☒ Tutorial ☒ Simulation ☒ Instructional Game ☒ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class

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☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☐ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Visual resources are good to support students with difficulty to learn specially if the student can access to the
lesson and practice outside the classroom. Using a website with multiple options to review the theme is very
helpful to build a class that fits everyone’s need. Students can review bibliography, practice through games
and activities and take a quizzes to support their own learning.

Lesson idea implementation:

In order to complete these lesson, the students should have access to an electronic devise with connection to
internet. The ideal scenario would be to have access to a computer lab classroom.

1.-Teacher will access to the website in class as an introductory step just to familiarize the students with
“Brain Pop”. Students are expected to attend to the teacher while navigating through the website.

2.-The lesson will start by watching the instructional videos on Brain Pop website about equations with
variables and exponents. Students will attend the video and make connections with their own experiences.

3.- The teacher will explain related theory and a few examples using the classroom’s board and will give the
students some problems to solve. The students will pay attentions to the explanation and then practice their
knowledge by solving the problems.

4.-The teacher will require the students to play the games in the Brain Pop lesson. Students will play and
replay as a practice.

5.- The teacher will require the students to take the quiz on the Brain Pop website and consider an auto
evaluation based on their performance; the students will also be required to complete problems as a
homework. The students will take the quiz and solve the activities.

The students will make cognitive connection by using technology as a resource for learning. The student will
be able to practice as much as desired. To complete this introductory lesson and to complete the activities
related with the theme there is going to be five session period.
The themes that will be introduced to in this lesson are:

 Write expressions that record operations with numbers and with letters standing for numbers

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Instructional Software
 Write, read, and evaluate expressions in which letters stand for numbers
 Write and evaluate numerical expressions involving whole-number exponents.
 Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient,
 Evaluate expressions at specific values for their variables.

The teacher will evaluate the students’ performance through homework and class activities giving constant
feedback. The student will continue with the next lesson to increase the learning level.

Reflective Practice:

Visual activities are particularly important when teaching mathematics. For most students it is easier to learn
mathematic concepts when observing and practice. The designed class in this document allows students to
develop both technological and math skills, besides practicing and evaluating their learning progress. I would
support my teaching practice with other technologies such as presentations and popplets.

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