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* *Reflection: Intervention and Extension
Language of Algebra with Real World Contexts - Section 3: Independent Practice

This year I have decided to use Khan Academy at times for the following purposes:

- As independent practice for individual students
- To promote fluency with skills and operations
- To support MP6 (Attention to Precision): Students have to complete 3 in a row correct, 5 in a row correct, or whatever the exercise indicates.
- As a way to practice working on the computer to prepare for the PARCC exam

In order to make this work, I created classes with codes at the beginning of the year. Khan Academy provides instructions. My students assign me as their coach, so that I can see that they have completed the practice and how they performed. I do not link the practices in their agenda because this makes it difficult for me to work as their coach.

In class, I provide the names of the exercises for students to enter into the search in Khan Academy to find the specific exercise that I want them to complete. My students login to Khan Academy using their Google login. Then, they search for the exact title of the exercise.

I sometimes assign videos for students to watch in Khan Academy. When I do, I indicate the exercises with asterisks and the videos with arrows. In today's lesson I did not assign any videos. But, I allow my students to watch the accompanying Khan Academy videos if they are struggling with an exercise.

*Choosing to integrate Khan Academy into my course*

*Intervention and Extension: Choosing to integrate Khan Academy into my course*

# Language of Algebra with Real World Contexts

Lesson 1 of 8

## Objective: SWBAT Translate words to math and math to words using correct operations, grouping symbols, and powers.

*50 minutes*

#### Introduction

*15 min*

In this lesson I introduce my students to the Language of Algebra and how they can use it to describe contexts in their every day lives. I start with a few scenarios on an Introduction page. I ask students to write an expression, equation, or inequality representing the scenario. Once the students get started, I will ask them to identify the equations and inequalities, then solve them.

I have students work independently for about five minutes. After they get a start, I will allow them to work with their table partner for a few more minutes. Once I am happy with students progress, I will ask students to share responses with the class as we review each scenario. The sequence takes about 15 minutes.

#### Resources

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#### Guided Notes

*15 min*

My students have been introduced to the Language of Algebra prior to my class, but I teach this lesson to help them recall and use the relevant vocabulary. Quick and precise recall of vocabulary is important when modeling and solving word problems. I want my students to be able to interpret problems in their own words, but write correct expressions, equations, and inequalities modeling problems.

The Guided Notes review vocabulary, with opportunities to compare terms that confuse my students. For some students this will be enough. I expect I will need to work with some students further, perhaps introducing a reading protocol to use when solving word problems. If so, I often begin with identifying key words in the reading and writing variable definitions, before writing the expressions, equations, and inequalities needed. Today, I will be listening and observing to see which students may require such scaffolding.

I review part of the Guided Notes presentation in the video below.

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#### Independent Practice

*20 min*

For today's Independent Practice, I plan for my students to complete several Khan Academy modules. Several of the practices chosen for today are review from Grades 6-8 content. My goal is to build confidence and to assess my students' fluency in using the Language of Algebra.

During this lesson I assign the following exercises as homework that is due in one week. I will link them below for you to view.

- Identifying parts of an expression
- Writing expressions
- Writing expressions 2
- Writing expressions with variables word problems
- Linear equation word problems
- Writing expressions with exponents
- Writing expressions with exponents word problems

I anticipated that several students will struggle with the Linear equation word problems module. I already plan to cover this topic during this unit, so their work on this module will serve as both a review of prior topics and a pre-test.

#### Resources

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##### Similar Lessons

###### What is Algebra?

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- UNIT 1: Introduction to Functions
- UNIT 2: Expressions, Equations, and Inequalities
- UNIT 3: Linear Functions
- UNIT 4: Systems of Equations
- UNIT 5: Radical Expressions, Equations, and Rational Exponents
- UNIT 6: Exponential Functions
- UNIT 7: Polynomial Operations and Applications
- UNIT 8: Quadratic Functions
- UNIT 9: Statistics

- LESSON 1: Language of Algebra with Real World Contexts
- LESSON 2: Review of Solving Linear Equations
- LESSON 3: Solving Linear Equations Stations Activity
- LESSON 4: Solving Linear Inequalities with a Comparison to Linear Equations
- LESSON 5: Algebraic Properties and Literal Equations
- LESSON 6: Solving Compound Inequalities
- LESSON 7: Solving Absolute Value Equations and Inequalities (Day 1 of 2)
- LESSON 8: Solving Absolute Value Equations and Inequalities (Day 2 of 2)