Writing Expressions ( A Review for lower level learners)
Lesson 1 of 25
Objective: SWBAT write expressions, understand vocabulary needed to write expression, and translate real world problems into expressions.
Please see the attached teacher Guide that will give you a guideline of information to help you with direct instruction notes. You will use this resource for several lessons. Vocabulary is a huge part of the expression unit, please see the 5 day mini unit that will aid students in true understanding.
Give the students the bell ringer as soon as they walk in the room. Challenge the students with no direct instruction first. This bell ringer is a review aid. For me, this allows me to see how far back I need to reteach and identify the groups of students who will benefit from small group instruction, peer to peer tutoring, lunch bunch, and other interventions to help them get caught up. For the bell ringer, students should work as individuals for 10 minutes. This will allow students to practice MP 1, 2, 4, and 6. Students should grapple through the problems on their own. This will give you a great gauge in what the students actually know. Be sure to walk the room to check for understanding.
Once the students have completed the 10 minutes of individual work, place the students in their pair up time seats. Students will pair up with a peer or their identified group. If students do not complete the entire bell ringer, they will have the first 5 minutes of group time to complete the bell ringer. Have the students discuss their work within their groups for another 5 minutes. Students should compare their work with each other. This will allow students to practice MP 3, and MP 5. I have found that using one another effectively is a practice of MP 5. Are students able to ask the appropriate questions to one another to gain understanding?
Whole Group Discussion
During this time in the lesson students should be complete with the assignment. Go over each answer using your smartboard, document camera, or chalk board. Students should go up to the board to write their responses. With this, you can formatively assess during this time. As a student writes their response, take a poll. How many of you did exactly what Sally did? If Sally was correct, write tally marks on your copy to represent the amount of students who were correct, and tally marks for students who were not correct. For those students who were not correct discuss what the student did, and ask questions to probe what their thinking was. Use this time to correct mistakes, and guide instruction.
An example of a common mistake:
22 subtracted from 297. Many students will write 22 – 297. This is incorrect. You will need to discuss the words subtracted from. What is being taken from what?
Students also may need to understand how to represent a variable being multiplied by a coefficient. Once again the vocabulary lessons will cover all of this. An example of this would be, the product of t and 446. Students may understand that product means to multiply, however, not understand that you typically will write this as 446t, and not use the letter x as the multiplication symbol. In the vocabulary lessons we will also discuss symbols for operations which is important, especially as they move up in their math classes.
As you go through each problem you will be able to identify the needs of your individual students. You may want to hold off doing the vocabulary lessons if your students are higher level learners. If you have lower level learners, I strongly suggest you tap into these lessons. During my reflections, you will be able to see the identified needs of my students.
Closing Exit Ticket
During the whole group discussion you were able to formatively assess each student, identify specific needs of your students, and give correct answers for each problem. For the closing give the students an exit ticket. The exit ticket should only take the students about 3 to 5 minutes. This will allow you to see what the students were able to gain from the whole group discussion.