I.S. 73Q Lesson Planning Template (Scaffolded)

Teacher: Paula T. Corsi Subject/Unit: Math/Algebra Lesson: Translating Algebraic Expressions, Equations & Inequalities

New York State Learning Standard(s) Big Idea/Understanding8.A01 Translate verbal sentences into algebraic inequalities8.A02 Write verbal expressions that match given

mathematical expressions7.A01 Translate two-step verbal expressions into

algebraic expressions

Many problems can be decoded to determine which operation may best be used to solve it.

Aim / Teaching Point / Lesson Objective Potential Student MisconceptionsHow can we use key words to translate algebraic expressions, equations and inequalities?

Students might confuse the order of the subtrahend and the minuend when presented with the term “x less than y”. Writing the expression/equation/inequality one step at a time.

Students have difficulty relating “at least” or “at most”. Substitute with an everyday life example with which they can relate. “You have to be at least 17 to drive a car. Can you drive at 17? Can you drive when you’re more than 17? Can you drive when you’re less than 17?”

Template created by Jessica Hockett, University of Virginia/ASCDBased on the instructional models of Lucy Calkins & Carol Ann Tomlinson

Pre-/Formative Assessment Data Source(s) Differentiation Elements Entrance card

prompt(s) Exit card Survey Inventory K-W-L Observation

notes Conferencing

notes

Homework Discussion Notebook

check Warm-up Graphic

Organizer In-class

activity

Student self-assessment

Journal Diagnostic

assessment (Acuity)

Quiz/Test Rationale piece 2009 NYS Math

Exam

Differentiated by Content Process Product Learning

Environment

According to students’ Readiness Interest Learning Profiles Affect

Connection

Warm Up: When students enter the room they will see a board of post it notes with different “Math Code Words” printed on them. They will be asked to go pick a post-it from the board and place it in the correct box on a chart. Boxes are labeled with the four operations and equation and inequality. Boxes will also be labeled with the corresponding symbols. Students will be challenged to talk to their group to determine where the words that were not chosen belong.

Add+

Subtract-

Multiply×

Divide÷

Equation=

Inequality≤, ≥, <, >

Teaching / Modeling Questioning1. I will model an inequality for the students. “Five plus triple a

number is at least forty-three.” 3n + 5 ≥ 432. Students will engage in guided group practice for the following

problem:“Bob is four years younger than double his sister’s age (a). If Bob is 16, how old is his sister?”

With their groups they will be asked to: Underline the key words. Match each word with a sign/symbol. Use the numbers/variables/signs/symbols to write equations.

Let’s figure out what “at least” really means. If you have to be at least 43 inches to ride the Bizarro coaster at Great Adventure.

Can you be = to 43 inches? Can you be less than 43 inches? Can you be more than 43 inches?

Active Engagement & Link What will Active Engagement involve? What will the students e doing, and how will they do it? What Link will you make between what the students have done and what they will do in the work time?

Work Time Work Time Grouping & ManagementEach student will get a task card for them to work on with the help of their group. There are three levels of cards which correspond to the three levels of functioning of the students in the room.

Lower Level Mid-Level High FliersStudents who answered translation questions incorrectly on NYS Math Exam as well as on Acuity Exams.

Students who answered Acuity and NYS test questions correctly that didn’t involve inverting operations (“flip-flops”)

Students who can do basic translations as well as flip-flops.

4 questions 4 questions 4 questions Simple Inequalities Two basic problems Two story problems One flip-flop

Moderate Inequalities

Two basic problems Two word problems Flip-flops One

Division/Fraction

Moderate/ Challenging Inequalities

Two basic Problems Two word Problems Flip-flops One Distributive

Property

Work Time / Conference groupings (if applicable) are:

Homogeneous

Heterogeneous

With students working Individually

In partners In triads / quads

In ____________

Other Management Provisions: Students will be conference with in the order

in which they may be confronted with difficulties. Hint cards will be available should the students

need a little nudge in the correct direction for answering the questions. Early finishers will work on anchor activities.

Conferencing Focus (during Work Time)Based on their performance on both the 2009 NYS Math Exam as well as the Acuity ITA and Predictive Exams.Low level Groups Skill: How to match words with operations when you have non-traditional key words. Strategy: Equate to real life. Substitute a question (if you’re younger than me, is your age more or less than mine?)

Mid Level GroupsSkill: Finding the correct order for the minuend and the subtrahend as well as other “flip-flopped” operations.Strategy: Write it separately after each phrase. One bite at a time.

High Level GroupsSkill: Expressing the distributive property in inequalities.Strategy: Look for the words “sum”, “product”, “quotient”, “difference”. Try to solve it out.

Share Time / Closure Formative Assessment Sources Students will solve an exit card. They will have to

match a story from the board with an equation/inequality from the board.

a) 2d + 5 < 20 b) 7 - d ≥ 25

Four times a number plus two is less than twenty-eight.

c) 2d + 5 > 20 d) d - 7 ≥ 25 Seven less than a number (d) is at least 25.

e) 7 - d ≤ 25 f) 4d + 2 < 28

Olivia is writing a paper that must be more than 20 pages long. She has written 5 pages and will write 2 pages each day (d).

g) d - 7 ≤ 25 h) 4(d + 2) < 28 Four times the sum of a number plus two is less than twenty-eight.

Student task cards will be collected in order for me to evaluate how well they are identifying key words and interpreting symbols.

Student exit cards will help me to see which students will need more help with this topic.

HomeworkRed workbook – Page

Template created by Jessica Hockett, University of Virginia/ASCDBased on the instructional models of Lucy Calkins & Carol Ann Tomlinson