Lesson+Plans

**Day One** **Grade** 7

**Subject** Mathematics

**Student Demographics** The class consist of 87% White, 6% African-American, 4% Latin American, and 3% Asian.


 * AL-2004 Correlated Sets-- ||
 * AL-2004.MA.7.1 || STANDARD: Demonstrate computational fluency with addition, subtraction, and multiplication of integers. ||
 * AL-2004.MA.7.1.2 || > Using inverse properties of addition and of multiplication ||
 * AL-2004.MA.7.2 || STANDARD: Use order of operations to evaluate numerical expressions. ||
 * AL-2004.MA.7.2.3 || > Evaluating powers ||
 * AL-2004.MA.7.2.4 || <span style="font-family: Tahoma,Geneva,sans-serif;">> Applying properties of operations to compute with integers, fractions, and decimals ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">AL-2004.MA.7.3 || <span style="font-family: Tahoma,Geneva,sans-serif;">STANDARD: Solve problems requiring the use of operations on rational numbers. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010 Correlated Sets-- ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010.7.NS || <span style="font-family: Tahoma,Geneva,sans-serif;">The Number System ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010.7.NS.1.d || <span style="font-family: Tahoma,Geneva,sans-serif;">Apply properties of operations as strategies to add and subtract rational numbers. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010.7.NS.2 || <span style="font-family: Tahoma,Geneva,sans-serif;">Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010.7.NS.2.c || <span style="font-family: Tahoma,Geneva,sans-serif;">Apply properties of operations as strategies to multiply and divide rational numbers. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010.7.NS.3 || <span style="font-family: Tahoma,Geneva,sans-serif;">Solve real-world and mathematical problems involving the four operations with rational numbers.1 ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Resources **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Mathematics** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Holt McDougal (2012). Order of Operations 1-4 p22-24. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Everyday Mathematics** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Student Math Journal (2004). Vol 2 p226. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Order of Operations** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Order of operations video/song on Youtube. ||

<span style="font-family: Tahoma,Geneva,sans-serif;">The student will learn the basic rules for order of operations. <span style="font-family: Tahoma,Geneva,sans-serif;">The student will learn how to perform order of operations. <span style="font-family: Tahoma,Geneva,sans-serif;">The student will learn how to evaluate arithmetic expressions by applying the rules for order of operations.
 * I. Goals**

<span style="font-family: Tahoma,Geneva,sans-serif;">The student will be able to apply their knowledge of order of operations. <span style="font-family: Tahoma,Geneva,sans-serif;">The student will be able to extend their understanding of order of operations. <span style="font-family: Tahoma,Geneva,sans-serif;">The student will be able to simplify within parentheses, then evaluate with exponents, then multiply or divide in order from left to right, then add or subtract in order from left to right, to evaluate expressions. <span style="font-family: Tahoma,Geneva,sans-serif;">The student will be able to understand the connection between order of operations and real-life situations.
 * II. Objectives**

<span style="font-family: Tahoma,Geneva,sans-serif;">**20 min. A. Motivation/Introduction**-Initiate a group problem by having students get into their pre-assigned groups. Each group consists of four students. Each group will receive one large piece of construction paper and four colored markers. Instruct students to draw an example of a real world event that must be done in a certain order. For example, the steps for baking a cake should be followed in a certain order. Then ask each group to share their events. Discuss the importance of doing the events in a certain order. Ask the students to reflect on the discoveries. For example, what would happen if the eggs were added to the cake after it was baked? Then ask the class, why is it important to do certain events in order? Have students write their response in their math journal.
 * III. Details**

<span style="font-family: Tahoma,Geneva,sans-serif;">**25 min. B. Teaching/Learning Activities**-Introduce Order of Operations by showing video from Youtube. Then using Elmo, define order of operations and numerical expression. Explain the order of operations and PEMDAS, and calculate three examples. (On Elmo) Order of operations is an expression that has more than one operation, and you must know which operation to do first. To make sure everyone gets the same answer, we use the order of operations. Numerical expression is a mathematical phrase that includes only numbers and operation symbols. The order of operations is: 1. Perform operations in parentheses. 2. Find the values of numbers with exponents. 3. Multiply or divide from left to right as ordered in the problem (ALWAYS DIVIDE BEFORE MULTIPLYING). 4. Add or subtract from left to right as ordered in the problem. A good trick for remembering rules is PEMDAS-Please Excuse My Dear Aunt Sally. P-parentheses, E-exponents, M-multiply, D-divide, A-add, S-subtract. Calculate three examples: 1. 9+12x2=? There is no parentheses or exponents so multiply (12X2) = 24 then add 9+24=33. 2. 7+(12X3) /6=? First perform operations within parentheses. (12X3)=36 Then divide 36 /6=6 Then add 7+6=13. 3. 8 /(1+3) X5^2-2=? First perform operations within parentheses (1+3)=4. Then find values with exponents. 5^2=25. Next divide 8 /4=2. Next multiply. 2X25=50. Finally subtract 50-2=48. Then have students get into their pre-assigned groups of four. Have students work as a group on 5 problems. 1. 4^2-3X2=? 2. 2+9 /3X2=? 3. (14+6) X4X5=? 4. 9-2^3+4=? 5. 8+6-2X2-3^2=? While students are working in groups, walk around the class and make sure everyone understands the new concept.

<span style="font-family: Tahoma,Geneva,sans-serif;">**10 min. C. Closure Summarize-**Call out the answers for the group problems. 1. = 10 - Ask if anyone got 26 for an answer. If yes - have the student explain what they did and clarify what they should have done., 2. = 8 - Ask if anyone got a different answer., 3. = 400 - Ask if anyone got 190 for an answer. If yes - have the student explain what they did and clarify what they should have done., 4. = 5 - Ask if anyone got 347 for an answer. If yes - have the student explain what they did and clarify what they should have done., 5. = 1- Ask if anyone got a different answer. Then give handout for homework (see attachment) and allow students to begin working on problems. Inform students that they can use a calculator to check their work, but remind them calculators are not allowed for quizzes or tests. While students are working, walk around the class and ask if anyone needs help.

<span style="font-family: Tahoma,Geneva,sans-serif;">Construction paper, colored markers, paper, pencils, handouts, computer, calculators, and Elmo.
 * IV. Materials**

<span style="font-family: Tahoma,Geneva,sans-serif;">**V. Accommodations** - Give student copy of overhead notes. <span style="font-family: Tahoma,Geneva,sans-serif;">Modifications - Homework contains fewer problems.

<span style="font-family: Tahoma,Geneva,sans-serif;">Homework.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">VI. Assignment **

<span style="font-family: Tahoma,Geneva,sans-serif;">**VII. Assessment** <span style="font-family: Tahoma,Geneva,sans-serif;">**A. Informal** - Observe students during group work and verify that every student is participating. I also ask questions throughout the lesson to see that students have a good understanding of the new material. <span style="font-family: Tahoma,Geneva,sans-serif;">**B. Formal** - None

<span style="font-family: Tahoma,Geneva,sans-serif;">**VIII. Reflection** <span style="font-family: Tahoma,Geneva,sans-serif;">What works in the lesson is connecting order of operations to real life events. This is essential in order for students to truly comprehend the new concept. It is possible that this lesson might need to be modified by not allowing students to use their calculators to check their work. Some students might rely on their calculators for homework, and not be able to do any calculations by hand. However it is essential to keep technology in the lesson.

<span style="font-family: Tahoma,Geneva,sans-serif;">**Grade** 7
 * Day Two**

<span style="font-family: Tahoma,Geneva,sans-serif;">Subject
<span style="font-family: Tahoma,Geneva,sans-serif;">Mathematics

<span style="font-family: Tahoma,Geneva,sans-serif;">**Student Demographics** <span style="font-family: Tahoma,Geneva,sans-serif;">The class consist of 87% White, 6% African-American, 4% Latin American, and 3% Asian.

<span style="font-family: Tahoma,Geneva,sans-serif;">55 Minutes


 * <span style="font-family: Tahoma,Geneva,sans-serif;">AL-2004 Correlated Sets-- ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">AL-2004.MA.7.1 || <span style="font-family: Tahoma,Geneva,sans-serif;">STANDARD: Demonstrate computational fluency with addition, subtraction, and multiplication of integers. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">AL-2004.MA.7.1.2 || <span style="font-family: Tahoma,Geneva,sans-serif;">> Using inverse properties of addition and of multiplication ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">AL-2004.MA.7.2 || <span style="font-family: Tahoma,Geneva,sans-serif;">STANDARD: Use order of operations to evaluate numerical expressions. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">AL-2004.MA.7.2.4 || <span style="font-family: Tahoma,Geneva,sans-serif;">> Applying properties of operations to compute with integers, fractions, and decimals ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">AL-2004.MA.7.3 || <span style="font-family: Tahoma,Geneva,sans-serif;">STANDARD: Solve problems requiring the use of operations on rational numbers. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">AL-2004.MA.7.3.1 || <span style="font-family: Tahoma,Geneva,sans-serif;">> Describing the method used ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010 Correlated Sets-- ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010.7.NS || <span style="font-family: Tahoma,Geneva,sans-serif;">The Number System ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010.7.NS.1.d || <span style="font-family: Tahoma,Geneva,sans-serif;">Apply properties of operations as strategies to add and subtract rational numbers. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010.7.NS.2 || <span style="font-family: Tahoma,Geneva,sans-serif;">Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010.7.NS.2.c || <span style="font-family: Tahoma,Geneva,sans-serif;">Apply properties of operations as strategies to multiply and divide rational numbers. ||

Resources

 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Mathematics** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Scott Foresman (2004). Properties of Operations 1-9 p28-29. ||

<span style="font-family: Tahoma,Geneva,sans-serif;">The student will learn the properties of operations.
 * I. Goals**

<span style="font-family: Tahoma,Geneva,sans-serif;">The student will be able to apply their knowledge of properties of operations in order to solve equations.
 * II. Objectives**

<span style="font-family: Tahoma,Geneva,sans-serif;">**III. Details** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">**5 min. A. Motivation/Introduction**-Warm up. The problems are on Elmo when students enter the room. Students decide if sentences are true or false. 1. 28 + 678 = 678 + 28. 2. 24 / 4 = 4/ 24. 3. (18-6) + 12 = 18 – (6 + 12). 4. 14 + (6+37) = (14+6) + 37. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">**45 min. B. Teaching/Learning Activities** – Go over answers from warm up. 1. True 2. False 3. False 4. True Then go over vocabulary. Commutative properties – the order in which numbers are added does not affect the sum. (9+15=15+9), and the order in which numbers are multiplied does not affect the sum (4x12=12x4). Associative properties – the way in which numbers are grouped does not affect the sum (4 + (5+6) = (4+5) + 6), and the way in which numbers are grouped does not affect the product ((3x2) x4 = 3x (2x4)). Identity properties – the sum of any number and zero is that number (567+0=567), and the product of any number and 1 is that number (422x1=422). Multiplication property of zero – the product of any number and zero is zero (389x0=0). Have students gather in groups to compute five problems. Students need to identify the property or properties shown by each sentence. A. (3x4)x5=3x(4x5) B. 6+(5+4)=6+(4+5) C. (5x1)x7=(5x7)x1 D. 12x45x23x0=0 E. (8+29)+2=(2+8)+29. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">**5 min. C. Closure** - Call out the answers for the group problems. A. Associative Property of Multiplication B. Commutative Property of Addition C. Identity Property of Multiplication D. Multiplication Property of Zero E. Commutative and Associative Properties of Addition Then, give handout for homework (see attachment) and allow students to begin working on problems. While students are working, walk around the class and check to see if anyone needs help.

<span style="font-family: Tahoma,Geneva,sans-serif;">Handouts and Elmo
 * <span style="font-family: Tahoma,Geneva,sans-serif;">IV. Materials **

<span style="font-family: Tahoma,Geneva,sans-serif;">**V. Accommondations** - Give student copy of overhead notes. <span style="font-family: Tahoma,Geneva,sans-serif;">Modifications - Homework contains fewer problems.

<span style="font-family: Tahoma,Geneva,sans-serif;">Homework.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">VI. Assignments **

<span style="font-family: Tahoma,Geneva,sans-serif;">**VII. Assessments** <span style="font-family: Tahoma,Geneva,sans-serif;">**A. Informal** - Observe students during group work and verify that every student is participating. I also ask questions throughout the lesson to see that students have a good understanding of the new material. <span style="font-family: Tahoma,Geneva,sans-serif;">**B. Formal** - None

<span style="font-family: Tahoma,Geneva,sans-serif;">**VIII. Reflection** <span style="font-family: Tahoma,Geneva,sans-serif;">One of the most important aspects to a lesson centers on keeping students engaged. Looking back at my lesson, I am not sure if my group work keeps my students engaged. It might be better to try some kind of small activity instead of group work.

<span style="font-family: Tahoma,Geneva,sans-serif;">**Grade** 7
 * Day Three**

<span style="font-family: Tahoma,Geneva,sans-serif;">Mathematics
 * Subject**

<span style="font-family: Tahoma,Geneva,sans-serif;">**Student Demographics** <span style="font-family: Tahoma,Geneva,sans-serif;">The class consist of 87% White, 6% African-American, 4% Latin American, and 3% Asian.

<span style="font-family: Tahoma,Geneva,sans-serif;">55 Minutes


 * <span style="font-family: Tahoma,Geneva,sans-serif;">AL-2004 Correlated Sets-- ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">AL-2004.MA.7.5 || <span style="font-family: Tahoma,Geneva,sans-serif;">STANDARD: Translate verbal phrases into algebraic expressions and algebraic expressions into verbal phrases. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">AL-2004.MA.7.5.1 || <span style="font-family: Tahoma,Geneva,sans-serif;">> Exhibiting understanding of a variable as an unknown quantity ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010 Correlated Sets-- ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010.7.EE.2 || <span style="font-family: Tahoma,Geneva,sans-serif;">Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CC-MA-2010.7.EE.4 || <span style="font-family: Tahoma,Geneva,sans-serif;">Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. ||

<span style="font-family: Tahoma,Geneva,sans-serif;">The student will learn how to translate verbal expressions into algebraic expressions.
 * Resources**
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Mathematics Grade 7** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Holt McDougal (2010). Translating Words into Math 1-4 p22-25. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I. Goals **

<span style="font-family: Tahoma,Geneva,sans-serif;">**II. Objectives** <span style="font-family: Tahoma,Geneva,sans-serif;">The student will apply their knowledge of translating verbal expressions into algebraic expressions

**<span style="font-family: Tahoma,Geneva,sans-serif;">III. Details **
<span style="font-family: Tahoma,Geneva,sans-serif;">5 min. A. Motivation/Introduction - Warm up. The problems are on Elmo when students enter room. Evaluate each expression for the given value of the variable. 1. 2x-3 for x=4 2. 22p/11+p for p=3 3. 16/k+7h for k=8 and h=2

<span style="font-family: Tahoma,Geneva,sans-serif;">**25 min. B. Teaching** - Go over answers from warm up. 1. 5 2. 9 3. 16 Then, using Elmo, introduce verbal expressions. Add 3 to a number, a number plus 3, the sum of a number and 3, 3 more than a number, all mean (n+3), subtract 12 from a number, a number minus 12, the difference of a number and 12, 12 less than a number, a number decreased by 12, take away 12 from a number, a number less than 12, all mean (x-12), 2 times a number, 2 multiplied by a number, the product of 2 and a number, all mean (2m or 2xm), 6 divided into a number, a number divided by 6, the quotient of a number and 6, all mean (a/6). Using Elmo, compute several examples. Example one, write each phrase as an algebraic expression. A. the product of 20 and t means 20t, B. 24 less than a number means n-24. Example two, write each phrase as an algebraic expression. A. 4 times the sum of number and 2 means 4(n+2) B. the sum of 4 times a number and 2 means 4n+2.

<span style="font-family: Tahoma,Geneva,sans-serif;">**20 min. B. Activity** - Have verbal phrase activity/group work. Have students get into several groups of four. Each group will go up the white board and write four verbal expressions. The next group will go up to the board and write the corresponding algebraic expressions. Continue to have groups take turns.

<span style="font-family: Tahoma,Geneva,sans-serif;">**5 min. C. Closure Summarize** - Give handout for homework (see attachment) and allow students to begin working on problems. While students are working, walk around the class and check to see if anyone needs help.

<span style="font-family: Tahoma,Geneva,sans-serif;">Handouts and Elmo.
 * IV. Materials**

<span style="font-family: Tahoma,Geneva,sans-serif;">**V. Accommodations** - Give student copy of overhead notes. <span style="font-family: Tahoma,Geneva,sans-serif;">Modifications - Homework contains fewer problems.

<span style="font-family: Tahoma,Geneva,sans-serif;">**VI. Assignments** <span style="font-family: Tahoma,Geneva,sans-serif;">Homework.

<span style="font-family: Tahoma,Geneva,sans-serif;">**VII. Assessments** <span style="font-family: Tahoma,Geneva,sans-serif;">**A. Informal** - Observe students during verbal expression activity and verify that every student is participating. I also ask questions throughout the lesson to see that students have a good understanding of the new material. <span style="font-family: Tahoma,Geneva,sans-serif;">**B. Formal** - None

<span style="font-family: Tahoma,Geneva,sans-serif;">I think incorporating the verbal expression activity into the lesson really helps keeps the students engaged. I also think the activity helps the students extend their thinking about verbal expressions.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">VIII. Reflection **