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SDAIE Lesson Plan
Day 1 (Extended Lesson Plan)
Theme Expressions and Formulas
Topic Numerical Expressions Buy custom SDAI Lesson Plan term paper
Content Objective(s) 0% of the students will be able to find the value of a numerical expression involving two or more operations with whole numbers.
Proficiency Level of Students
• Pre-Production
• Early Production
• Speech Emergence
• Intermediate Fluency
Vocabulary
• Numerical
• Expression
• Numerical Expression
• Operation
• Value
• Order of Operations
• Computation
Materials
• Overheads
• Algebra Tiles
• Dice
• Papers with pre-drawn grids
Tapping Prior Knowledge Overhead projections will contain very basic arithmetic problems and diagrams that represent them to see if the students recognize how they are used.
Instructional Strategies/Activities
• Students will use transparencies to make diagrams of their own to represent simple operations, which will be placed on the overhead projector for explanation.
• Students will be put into groups and then given objects that they will be asked to divide evenly among their groups. Each group will be given a certain amount of one item (each item will be different in type as well as number) all in multiples of four as that is the size of group I will create. The groups will rotate the materials around until each group has seen each item and divided them evenly. We will then discuss how dividing numbers works.
• Algebra tiles will be used to show how the Order of Operations is necessary to follow in order to find the value of an expression.
• ADDITION AND SUBTRACTION GAME
• Group activity that provides review and drill in the format of a game for learning facts in subtraction and addition. It appeals to multilevel situations as struggling students can receive help from students that understand the lesson. Ideally, the students will get so caught up in the game they consider it an exciting challenge rather than a drill or review.
• OBJECTIVE(s) Practice addition and subtraction facts and processes. Use accuracy in adding and subtracting. Understand the concepts of adding and subtracting.
• RESOURCES/MATERIALS A die, grid paper, overhead projector
• ACTIVITIES AND PROCEDURES On the overhead, I will display the same grid as I pass out to the student. The grid will have columns that will have a "+" symbol above it or a "'" symbol above it. I will explain to the students that I am going to roll a die and the number that is rolled is to be placed into one of the squares in the top two rows. The students get to decide which box they want to put the number in until each of their boxes in the row we are working on is filled. By doing this, the students have created a numerical expression. They are then to work the problem using the order of operations. The object of the game is to get the highest number in their "totals" column. While the students put their numbers onto their paper, I will also playing by putting my numbers into the squares on the board. Then I will ask if anyone beat my answer. The best answer is written on the board and anyone with that answer receives a point. This will be repeated until the grids are completed.
• TYING IT ALL TOGETHER This should be a group fun activity. Not only does it give them a relaxed environment to practice the skills theyve learned but also it gives me a chance to evaluate their progress.
• I will check papers for accuracy and concepts learned
L1 Preview/Review Paraprofessional will introduce simple addition, subtraction multiplication and division problems for the first 10 minutes of class. At the end of class the paraprofessional will reiterate the importance of the order of operations.
Multicultural/Cross-Cultural Strategies/Activities The overheads will display pictures in the diagrams that display different cultural backgrounds and objects.
Examples of "Teacher Talk"/Modeling
1. "The first word that we are going to learn is "numerical." If you listen to this word and look at it carefully, you may think of the word "number." Numerical means a number, or it means lots of numbers. So remember, number and numerical are the same thing."
. "When you see this word, "numerical expression," don't worry. Remember that numerical means number. A numerical expression is like a sentence with numbers in it. For example, "4 + " (write down on board or overhead) is a numerical expression. This sentence says to add four and two. Another numerical expression is "4 • ." This expression says to multiply four and two. We will see many different types of numerical expressions in this book."
. "Every numerical expression has only one value. The value is how much the expression equals. Using the expression that we saw before, we can find the value for "4 + ." We know that this should give us a value of 6."
4. "Have you ever seen an expression with a plus and minus sign in it like in "4 + 6" or maybe adding and multiplying together like in "4 + • " (putting these examples up in front of the class). We use the order of operations to help us find the value for these expressions. The order of operations is a bunch of rules that we follow so we can get the right value for our expressions. Remember that we learned that a numerical expression has only one right value."
5. "A really big thing to remember is that you multiply and divide before we add or subtract. If we didn't follow that rule you will be in big trouble. Look at the second expression that we have. 4 + • . If we add four and two first we get 6 • which is 18. But the right way is to do times first. So here we get 4 + 6 which is 10. See how if we do the wrong thing first, we will get a wrong answer."
Checks for Comprehension and Understanding
• Observe student diagrams on transparencies and how they work with the algebra tiles.
• Observe activity during Addition Subtraction game and read the completed grids.
Day
Theme Expressions and Formulas
Topic Algebraic Expressions
Objective 0% of the students will have the ability to evaluate an algebraic expression with one and two variables.
Proficiency Level of Students
• Pre-Production
• Early Production
• Speech Emergence
• Intermediate Fluency
Vocabulary
• Variable
• Algebraic Expression
• Evaluate
• Perimeter
• Perform
Materials
• Overheads
• Manipulatives
Tapping Prior Knowledge I will have different objects in front of the class and show that if what I try to add is not the same item, then they cannot be added together.
Instructional Strategies/Activities
• Use overhead projector to model how a variable is a placeholder for a number.
• I will show different items to the class and try to add a group of one item to a group of another item in front of the class. This will be for the purpose of exposing the students to properties of adding variables.
• Let students work in pairs.
L1 Preview/Review Paraprofessional will review how to compute the value of an expression with the students and review the vocabulary terms from the previous section.
Multicultural/Cross-Cultural Strategies/Activities Different cultural references will be included in the problems being presented and the items used as realia.
Examples of "Teacher Talk"/Modeling
1. "You will be asked to evaluate an expression. Evaluate means to solve it. Evaluate means to find its value. So if you are asked to evaluate 4 + , just add four and two."
. "An algebraic expression looks kind of like what we worked on yesterday. It is a little different though. An algebraic expression is an expression that has a variable in it."
. "A variable is a letter that takes the place of a number. We can add, subtract, multiply and divide using variables. If we are given the number that the variable is taking the place of, we can put that number into the expression instead of the letter. For example 4 + n is an algebraic expression. If we are told that n = 5, then we put 5 in for n and get 4 + (5). We can find the value for this expression which is ."
4. "But we don't have to know the value of a variable to add or subtract them, as long as they are the same variable. For example, b + b is b. If this is confusing lets use something else as a variable. Here is a brown block; this will be our variable. But here is another brown block. See how these are the same? Well if I have one brown block and get another brown block, then I now have two brown blocks."
5. "This is a square. If you go around the whole square, then you are going around the perimeter. The perimeter is the distance around the square. A square has four sides that are the same. If we made one of the sides be "x" then all of the sides equal "x." If we want to find the perimeter of this square we can because we are allowed to add variables if they are the same. So we add x + x + x + x and get 4x."
Checks for Comprehension and Understanding
Observe students working in pairs
Day
Theme Expressions and Formulas
Topic Using Formulas Unit Price
Objective 0% of the students will be able to find the unit price to the nearest penny when the price and the number of units are given. They will be able to use the formula to find the unit price "U = p ÷ n", where "U" represents unit price, "p" represents the total price, and "n" represents the number of units being purchased.
Proficiency Level of Students
• Pre-Production
• Early Production
• Speech Emergence
• Intermediate Fluency
Vocabulary
• Unit
• Unit Price
• Formula
• Word Rule
• Solution
• Round
Materials
• Overhead Transparencies
• Pictures
• Realia
Tapping Prior Knowledge Relate today's lesson to shopping at a store and finding the price of an item.
Instructional Strategies/Activities
• I will model the day's lesson on the overhead and with realia to show the students what will be asked of them.
• Create an imaginary store with items available for "purchase."
• Items will be sold at various quantities with the total price listed and the students will be asked to find the unit price for each.
• They will be working in pairs for this activity.
L1 Preview/Review Paraprofessional will preview the terms that will be learned in today's lesson. This is because some of the ideas are a little more complex than the previous lessons. The paraprofessional will need to review what price means, and what a formula is.
Multicultural/Cross-Cultural Strategies/Activities Can use ethnic items as the examples of the items in which to find the unit price.
Examples of "Teacher Talk"/Modeling
1. "Unit means one. A unit is something like one foot, or one mile. A unit could also mean one apple in a whole bag of apples or one banana instead of the whole bunch of bananas."
. "A formula helps us write an expression. We use our variables and symbols to take the place of words. We can use this formula to find the unit price of an item. The "p" is for price, and "n" is for the number of items."
. "Say I want to buy only one of these bananas. Here we see that five bananas cost $1.50. So by using our new formula "U = p ÷ n" we can find the price of one banana. The unit price will be $1.50 ÷ 5 bananas which gives us 0cents for one banana."
4. "We can make a word rule to help us write our formula. We use our words to form an expression with variables. This is important when we are solving word problems. For example, the word rule for the unit price formula would be The unit price for bananas equals the price of a bunch of bananas divided by the number of bananas in that bunch."
5. "What if I wanted 10 bananas? We would be able to know how much we would have to pay. We would first find the unit price for one banana. We then would use multiplication to find the price of 10. Since we know that one banana costs $0.0, we would multiply that by 10 to get ($0.0)•(10) to find that 10 bananas costs $ .00."
Checks for Comprehension and Understanding
Observe students in their groups
Day 4
Theme Expressions and Formulas
Topic Using Formulas Unit Price (nd Day)
Objective 0% of students will be able to determine the unit price and determine the better buy of two sizes of a packaged product when the prices and number of units are given.
Proficiency Level of Students
• Pre-Production
• Early Production
• Speech Emergence
• Intermediate Fluency
Vocabulary
• Compare
• Better Buy
• Hundredth
• Quality
• Quantity
Materials
• Items in which to compare unit price in the form of pictures and realia.
Tapping Prior Knowledge Teaching them how their parents may shop for things in order to save money.
Instructional Strategies/Activities
• Work in pairs to compare prices of the same item when purchased in different quantity, and of similar products of different brand names.
L1 Preview/Review Paraprofessional will need to review the process of finding the unit-price of an item to check for understanding.
Multicultural/Cross-Cultural Strategies/Activities Use the same products as in day
Examples of "Teacher Talk"/Modeling
1. "Today we are learning about an idea called better buy. It is just like it sounds. We learn to find out how to decide what is better for us to buy if you want to save money."
. "Yesterday we learned how to find unit-price. If we have two different types of salsa, we can find the unit price of both of them to see which costs less. We want to find the one with the lower unit price. This is called comparing. We compare the price of one salsa to the price of the other."
. "Here I have two bottles of salsa. They are both the same kind of salsa, but one is in a bigger bottle than the other bottle. We can see that one bottle is 16ounces and the other bottle is 0ounces. To find out which bottle is the better buy, we have to find the unit price for one ounce for each of these bottles."
4. "Remember that I am comparing similar items. Just like our variables, it doesn't work if we try to compare the price of different things to find out the better buy. What I mean is if I want salsa but find out that the unit price of bananas is lower; can I buy bananas instead of buying salsa because I will save money? No, so we have to compare things that make sense."
5. "Remember that we round our prices to the nearest penny. We do this because we can't pay people half of a penny. This is really called rounding to the nearest hundredth. Hundredth means we have two numbers on this side of the dot (point on the overhead to a dollar amount and illustrate where the nearest penny is).
Checks for Comprehension and Understanding
Observe the students as they work through comparing a variety of pairings of items that are of different quantity and price to find out and label which one is the better buy.
Day 5
Theme Expressions and Formulas
Topic Review
Objective Students will be assessed on the understanding of the content presented in days 1-4.
Proficiency Level of Students
• Pre-Production
• Early Production
• Speech Emergence
• Intermediate Fluency
Vocabulary
• Terms introduced in previous days
Materials
• Algebra Tiles
• Blocks
• Overhead Projector
• Transparencies
• Purchasable Products
Tapping Prior Knowledge The students will be reintroduced to each topic that was covered in the previous days through visuals and realia.
Instructional Strategies/Activities
• I will set up different stations where the students will participate in various activities designed specifically for the materials set up in the particular areas.
• Groups will record the results they got together on one sheet of paper for me to review.
• Groups will be divided up evenly, with the various levels of proficiency well balanced throughout each group.
L1 Preview/Review The paraprofessional will explain the procedures of the day. The various workstations will already be set up.
Multicultural/Cross-Cultural Strategies/Activities Visuals, realia and overhead transparencies will represent a variety of cultures and ethnic backgrounds.
Examples of "Teacher Talk"/Modeling
1. This week we learned about numerical expressions. We learned about how to use formulas. We also learned how to save money by finding the unit price of something in a store. Today, we are going to practice everything we learned this week. There are different things to do all over the room, and you will work in groups until you have visited each workstation. If you work together, you will do well.
. Over here (point to the first station), you will see algebra tiles. At this station you only see one color of algebra tile. You have to remember the order of operations to do this right. You have three numerical expressions that have addition, subtraction and multiplication and need to find their value. You need to draw what your answer looks like on your paper.
. The last station is what we worked on yesterday. You have to buy a bag of tortillas, a box of green tea, and a bag of shrimp. But you have more than one of each of these items to choose from. You need to find the better buy. You have to choose the better buy for each one. You have $10.00 to buy three things. You must add the prices of the ones you picked and write down how much money you get back.
Checks for Comprehension and Understanding Watch groups interact and work together at each station and read the written responses of each group.
Partial/Final Assessment (Summative) The week's lessons will culminate in a group exploration that will serve as a sort of informal test. The students will be divided into groups of four and sent to work at and rotate from station to station. I will be able to see each member of the groups hold and touch the realia, taking part in the exploration. I will have tangible evidence as well with each group turning in one paper, displaying the collaborative effort of the members.
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