Molloy College Division of Education

Holly Petrone Edu 513 Grade: 7, Topic: Expressions and equations Professor Moroney December 11, 2013 Content Area: Mathematics

Instructional Objective
After going over the basic properties of operations to use when solving a math problem with positive and negative rational numbers, students will be able to answer multi-step real-life and mathematical word problems with no more than three errors.

CCLS / +NETS AND INDICATORS

Mathematics (CCCS): Expressions and Equations CCSS.Math.Content.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. Indicator: Know and apply the properties of operations as strategies to solve all steps in a given word problem. For example: If a woman making $25 an hour gets a 10% raise, students will be able to determine that she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. National Educational Tecchnology Standards (NETS) 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Indicator: Know and apply knowledge when navigating through the expressions and equations weebly website. (Completing all activities properly)

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 6/5/13 *edTPA academic language

For example: Half way through the lesson students will be able to complete a SMART notebook quiz during their stop drop and quiz time. Students will also navigate the Weebly website to watch videos and complete homework (Glogster).

MOTIVATION
To engage the students at the beginning of the lesson, the teacher will give half the class cards with expressions and half the class cards with word problems on them. When the teacher says, Go! the students will all work together to find the word problem or expression that pairs together. Because this lesson takes place around the holidays, the teacher will tell the students that when they find the correct match each student will receive a candy cane.

MATERIALS
Index cards, computers, pencils, notebooks

STRATEGIES Cooperative learning, direct instruction, choral response, advanced notes, role-playing,
teacher demonstration edTPA language/communication six sub categories, evolving homework, call and response, divergent and convergent questioning.

ADAPTATIONS (Exceptionality*)
Student A and Student B talk too much, assign specific/separate seats Student C with dyslexia verbally express equations and word problems, repeat if necessary. Match auditory and visual demonstrations and problems. The student with a learning disability could have a partner read the math word problems to them. The student who is an English language learner will be provided with pertinent vocabulary words prior to the lesson.

DIFFERENTIATION OF INSTRUCTION
Specific content, tasks, and materials have been chosen that are appropriate to the students performance levels. Due to the various strengths and needs in the classroom, students are given three opportunities to demonstrate their knowledge. Students have the chance to watch a video, work on a quiz (with a partner), and complete a homework assignment. Each option allows the students to display their skill in the content area. o For example: Students show their individual skill when interpreting the information in the video. After, they are given a chance to work collaboratively in partners to complete the SMART notebook quiz. Finally, students go through the Glogster on the website to practice what they have learned. Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 6/5/13 *edTPA academic language

Students are receiving a homework assignment that allows them to complete as much as they possibly can. The teacher will grade their homework depending on the amount of effort put into completing the Glogster.

DEVELOPMENTAL PROCEDURES
Apply the properties of operations as a strategy to solve a given mathematic word problem. (Why is it important to know how to apply the correct operation when solving a word problem?) Work on the Weebly website, beginning with the tab: Solving Word Problems. (How can we apply our skills to navigate through the website?) Watch the Khan video and must take notes in notebook. (What is the correct way to solve a basic linear equation word problem?) Stop, drop, and quiz. With a partner, students click on the Quizzes tab to complete the first SMART notebook quiz in purple. (How can we learn from one another to generate the correct answers?) Individually students will create a real life word problem that uses expressions and equations to solve. (When would you use basic linear equation word problems in your own life?)

ASSESSMENT (Artifacts and Assessment [formal & informal]*)

Students will successfully solve expressions and equations in the form of word problems with no more than three errors. (During class the teacher will give the students a score from 1-4 based on the rubric she created.) Students will be able to work collaboratively in partners when completing the SMART notebook quiz. (The teacher will walk around and give points to groups working well together.) Students will be able to create their own examples of word problems where they could use this math concept in real life. Students complete the Glogster homework assignment on the website to the best of their ability.

INDEPENDENT PRACTICE
Following the lesson on expressions and equations word problems: students will complete a Glogster homework assignment that will review what they have learned and also challenge them to answer more difficult questions. The teacher finds this essential when evaluating all of her students acquired knowledge.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direction Teacher Intervention: Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 6/5/13 *edTPA academic language

Teacher will go over the homework questions that students had difficulty completing/understanding. Students will receive a handout that exhibits step-by-step directions to correctly solve a multi-step real-life and mathematical word problem. Teacher will present the Weebly website in class and review with the students how they should navigate through each tab to complete assignments.

Academic Enrichment: Students will be given a task to work independently or with another student who has completed their work also. The activity will consist of choosing something in the classroom and creating a problem posed with positive and negative rational numbers in any form. After, oneself or a partner must solve the word problem.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 6/5/13 *edTPA academic language

TEACHER REFERENCES Khan, S. (2013, March 11). Khan academy. Retrieved from http://www.khanacademy.org/math/algebra/solving-linear-equations-andinequalities/linear-equation-word-problems-tu/v/basic-linear-equation-word-problem State, New York (2013). Grade 7 Math Curriculum. Retrieved from www.engageny.org State, New York (2013). Grade 7 Student Materials. Retrieved from www.engageny.org

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 6/5/13 *edTPA academic language