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# HSOE Lesson Plan Template

## HSOE Lesson Plan Template

By: Yurby Rivas

Lesson 1

SUBJECT

Mathematics

LESSON SUMMARY

Students will be assigned a math operation to learn and teach their group members.
Students will be exploring and learning from each other as they each create a
colorful poster of the math operation they were assigned.
In this lesson, students will be able to learn from each other. Students will be able to
explore the different meanings of addition, subtraction, multiplication and division.
Students will be exploring the meanings with one another and begin to interpret the
different ways of expressing the same operation. Students will be using online
resources to learn and teach each other the different meanings.
This lesson asks students to explore online resources and interpret the knowledge in
their own words in order to teach their peers.

How is Theory
applied in this
lesson?

In learning by design, the students work in small groups messing around with
materials or devices that will help them understand what they need to learn to
successfully achieve the challenge. Then they get together as a class around a
specially-formatted whiteboard to share their experiences and ideas for achieving
guidelines on orchestrating the "messing about" activities so that students will
generate questions about the targeted science, as stated in the Georgia Institute of
Technology website. At times, students will be using whiteboards, post its, flashcards
to share their knowledge to other groups and to the classroom. Students will be
exploring together in groups, asking each other for questions before they ask an
adult in the classroom. As students ask each other the questions, they will realize
that together they have the potential to work extremely well and effectively.
Answers will come out of each other instead of the teacher. Instruction will be
geared towards group work and not individuality. Because students are able to learn
from each other, they will have the opportunity to listen to 3 different ways of
learning material, instead of just one way, the teachers. Students will also be able to
share their knowledge, perhaps online, and or in person. Group collaboration will be
heavy in every lesson in the unit.

OBJECTIVE.
What will your students be able to do?
Students will be able to explore the different meanings of addition, subtraction, multiplication and division.
Students will be using online resources to learn and teach each other the different meanings. After sharing
their findings, students will present the information to their group. Group members will then each create a
small poster of the operation they researched.
ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Students will be given an exit slip at the end of class. Exit slip will be worth 4 points.
Give two other ways to express addition, subtraction, multiplication and division.
How was this activity useful to you? Did you like researching online for knowledge?
COMMON CORE
How will you address Common Core standards?

Version 1
02/16

## Common Core Standards addressed in the lesson:

6.EE.2.B
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient);
view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a
product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
List the specific strategies you will use.
Students will be placed in groups. Students will be mixed by different math abilities and gender.
If any English Language learners are in the classroom:

Teacher or an adult will be able to facilitate a side conversation and explain activity to student.
If also possible, teacher will have key words such as addition, subtraction, multiplication, division available
for student in their own language. Teacher can also allow English learners to research those key words to learn
them in their native language.
Teacher may also group student with someone who speaks the same language as them to better understand
the activity.
OPENING (8 minutes suggested)
MATERIALS/STRATEGI
How will you communicate what is about to happen? How will you communicate
ES
how it will happen?
How will you communicate its importance? How will you communicate
connections to previous & future lessons?
How will you engage students and capture their interest?
TIME
TEACHER
STUDENTS

Color pencils/
markers (for all
3
Teacher will be by classroom door greeting Within those 3 minutes,
students)
Mins
students. Timer will be on the projector
students will be coming

Index cards (2
counting down 3 minutes.
inside the classroom quietly
per student)
and directly sit down. Once

Class set of
seated, students will be
computers/tablet
retrieving the materials
s/ student phone
needed for the day. List of
(1 per student)
materials will also be

White paper (1
projected on the board.
per student)

Pencil with
eraser
5
Mins

## Teacher will go over the agenda for the

day, and briefly explain what Learning by
Design consists of.

## Students will actively engage

in presentation of teacher.

## INTRODUCTION OF NEW MATERIAL (20 minutes suggested)

What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?

Version 1
02/16

## If teacher wishes, one

can print out the How is
Theory applied in this
lesson? section of the
lesson plan to effectively
explain to students the
LBD theory.

TIME

TEACHER

STUDENTS

5
Mins

## As students are in groups of 4s, teacher

will assign a number to each student.
Students will be labeled 1,2,3,4.
Student 2: Subtraction
Student 3: Multiplication

## Once each student has a

number, they will be
researching the math
operation assigned to them.

15
Mins

## During this time, students will be

answering the following questions on a
sheet of paper:

prompt.

## How is your math operation useful? What

are other ways to express the same
operation? Provide at least 5 examples.
Use online resources/ websites to answer
the question.
8
Mins

## During this time, each student will present

their findings to the group, beginning with
student 1, then 2, etc.

## Students will retrieve

their digital resource:
computer, phone or
tablet to do the research.

## Students will be discussing

and sharing the ways of
expressing math operations
differently.

## Student will be writing

down teammates
examples on an index
card. Index card should
have at least 20
examples, labeled.

## GUIDED PRACTICE (10 minutes suggested)

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS
10
mins

## Teacher will let students know that they

will be receiving a white sheet of paper to
create a poster of their group findings.

## Using color pencils or

markers, students will create
a small poster on a white
sheet of paper of 20 ways to
write 4 math operations.
INDEPENDENT PRACTICE (10 minutes suggested)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS

## Each student will create

their own poster. Poster
is for student, not to be
turned in.

10

## Teacher will pair groups; two groups will be

paired together. Each group will be
presenting their findings on a side of the
classroom.

## Each group will take 5

minutes. Each student
will present their
operation to the other
group. Use of color will
be explained. Phrases
will be explained.

## Students will engage in

educational conversation as
they present their findings
with another group.

## CLOSING (12 minutes suggested)

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?

Version 1
02/16

TIME

TEACHER

STUDENTS

5
Mins

## Teacher will have a small discussion of the

different ways of expressing the same
operation.

## Students will volunteer and

express their knowledge. If
no volunteers, teacher will
call individual students.

4
Mins

3
Mins

## Question for students to

Give two other ways to
multiplication and division.
to you? Did you like
researching online for
knowledge?

Class dismissed.

## Teacher will let students know that it is

time to go to the next class.
Students will pack up.

HOMEWORK (if appropriate). How will students practice what they learned?
No homework will be assigned today.

Lesson 2

SUBJECT

Mathematics

LESSON SUMMARY

Students will be able to create their own expressions and equations as a class.
Students will be walking around and creating their equations as students are labeled
x,+, -,numbers. As a class, students will have the opportunity to create 10
expressions/equations. Students will present the expression/equation to the class as
well.
LBD theory. See lesson #1.

How is Theory
applied in this
lesson?
OBJECTIVE.
What will your students be able to do?

By the end of the lesson, students will have been able to envision expressions and equations. Students will
have had the opportunity to be a part of an expression in the classroom.
ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
No formal assessment will be given during class time due to the activity.
COMMON CORE
How will you address Common Core standards?

Version 1
02/16

6.EE.2.B
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient);
view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a
product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

6.EE.2.A
2. Write, read, and evaluate expressions in which letters stand for numbers.
A. Write expressions that record operations with numbers and with letters standing for numbers. For
example, express the calculation Subtract y from 5 as 5 y.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
List the specific strategies you will use.
Students will be placed in groups. Students will be mixed by different math abilities and gender.
If any English Language learners are in the classroom:

Teacher or an adult will be able to facilitate a side conversation and explain activity to student.
If also possible, teacher will have key words such as addition, subtraction, multiplication, division available
for student in their own language. Teacher can also allow English learners to research those key words to learn
them in their native language.
Teacher may also group student with someone who speaks the same language as them to better understand
the activity.
OPENING (8 minutes suggested)
MATERIALS/STRATEGI
How will you communicate what is about to happen? How will you communicate
ES
how it will happen?
How will you communicate its importance? How will you communicate
connections to previous & future lessons?
How will you engage students and capture their interest?
TIME
TEACHER
STUDENTS

Index cards (2
3
Teacher will be by classroom door greeting
Within those 3 minutes,
per student)
Mins
students. Timer will be on the projector
students will be coming

White paper (1
counting down 3 minutes.
inside the classroom
per student)
quietly and directly sit

Pencil with
down. Once seated,
eraser
students will be retrieving

Lined paper ( 1
the materials needed for
per student)
the day. List of materials

## Small ball/ item

will also be projected on
to throw for
the board.
students to
catch.

Nametags
5
Teacher will go over the agenda for the day
Mins
Students will actively
and briefly explain the grouping and activity.
engage in presentation of
teacher.
INTRODUCTION OF NEW MATERIAL (12 minutes suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?

Version 1
02/16

TIME

TEACHER

STUDENTS

5
Mins

## Teacher will ask students to volunteer their

responses. Students will answer to the
following question: what are different ways to
say division? Subtraction? Multiplication?

## Students will catch the

ball and will then throw
the item to another
student wishing to

7
Mins

## Students will watch this video:

https://youtu.be/vDqOoI-4Z6M

## Students will be asked to

take notes on videos.

review.

introduction to
expressions and
equations.

## Learn about variables, expressions and

equations.
GUIDED PRACTICE (20 minutes suggested)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS
3
mins.

17
Mins

## Teacher will have prepared name tags for

students to label themselves.
Labels are as follows:
Numbers, Variables,
+, -, Division, Multiplication
During this time, students will be creating
their own expressions or equations.
Students will have 1.5 mins to create and
write down what they have created.
30 seconds will be given to some groups to
present their expressions. Not all expressions
will be presented.
Teacher will be facilitating and walking
around. Teacher will be timing students.

name tag and place label
on their chest.
*students will help
teacher move
desks/tables so there can
be more space for
activity.
Each student from each
expression/group will
record their creation. A
list of at least 6
expressions will be turned
in at the end by each
student.

## (music may be played in the background, and

can be used to time students)
INDEPENDENT PRACTICE (15 minutes suggested)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?

Version 1
02/16

## List can be written down

on lined paper. Student
should have written their
name, date, and have
circled their place on the
expression.

TIME

TEACHER

STUDENTS

5
Mins

## This time will be used for students to go back

to their seats and move back any tables or
desks that were moved as the activity was
done.

## Students will put back

desks and tables that
were moved. Students
will go back to their
original seat and begin to
take out a sheet of paper.

10
Mins

## Students will have a quick write about the

activity, as a free response on their
prompt silently on a sheet
experience with the activity. Questions for
of paper.
students to answer: What did you learn from
the video? What is the difference between an
expression and an equation? Did you like
creating you own with your classmates? Was
it fun? Have you done something like this
before?
CLOSING (5 minutes suggested)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
TIME

TEACHER

STUDENTS

2
Mins

## Teacher will have a small discussion of 3

students who wish to volunteer their answer.

## Students will volunteer

and express their
knowledge. If no
volunteers, teacher will
call individual students.

3
Mins

## Teacher will let students know that it is time

to go to the next class.

## Students will pack up.

Paper to be turned in at
the end of class.

## On their way out of

class, students will turn
in the list of
expressions/equations
and the free write.
Class dismissed.

HOMEWORK (if appropriate). How will students practice what they learned?
Students will be asked to bring two items that represent something about them. For example: toys, fruits, a
picture.
This will be used in next lesson as students use those items to solve the expressions they have created.

Version 1
02/16

Lesson 3

SUBJECT

Mathematics
Students will be asked to interpret expressions and equations based on items that
they have brought from home. Expressions have been pre-determined since as a
class, they were created in the previous lesson.

LESSON SUMMARY

Students will be using the items brought from their house to help create a literal
representation of their expressions. Students will write down the expressions on a
sheet of paper.
Students will be introduced to the fact that the next day in class they will be working
on a video in groups. Students will have to create and teach others how to deal with
expressions and how to properly solve them. This will take most of the class time as
students try to record themselves.

How is Theory
LBD. Refer to lesson #1.
applied in this
lesson?
OBJECTIVE.
What will your students be able to do?
Students will be able to interpret into words expressions and equations. Students will be able to begin solving
expressions and equations as a group.
ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Exit Slip will be used to measure the mastery. Prompt: Come up with an expression and an equation. What is
the difference between the two? Solve one.
COMMON CORE
How will you address Common Core standards?
6.EE.2.B
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient);
view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a
product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
6.EE.2.C
Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in
real- world problems. Perform arithmetic operations, including those involving whole-number exponents, in the
conventional order when there are no parentheses to specify a particular order (Order of Operations). For
example, use the formulas V = s3 and A = 6 s2 to nd the volume and surface area of a cube with sides of
length s = 1/2.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
List the specific strategies you will use.
Students who are EL will be able to express the expressions and equations in their native written language.
Students may be able to use an online device to translate words or phrases to be able to write in English.

Version 1
02/16

## OPENING (8 minutes suggested)

How will you communicate what is about to happen? How will you communicate
how it will happen?
How will you communicate its importance? How will you communicate
connections to previous & future lessons?
How will you engage students and capture their interest?
TIME
TEACHER
STUDENTS
3
Mins

## Teacher will be by classroom door greeting

students. Timer will be on the projector
counting down 3 minutes.

## Within those 3 minutes,

students will be coming
inside the classroom
quietly and directly sit
down. Once seated,
students will be retrieving
the materials needed for
the day. List of materials
will also be projected on
the board.

MATERIALS/STRATEGI
ES

5
Mins

## Teacher will go over the agenda for the day

and briefly explain the activity and why they
were asked to bring in an item.

## Students will actively

engage in presentation of
teacher. Students should
have taken items out of
their backpacks. Items
should be placed in the
middle of the tables. 8
items total per group.

## INTRODUCTION OF NEW MATERIAL (12 minutes suggested)

What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS
7
Teacher will hand out worksheet to student
Students will copy down
Mins
and model a storyline based on items from a
and participate in solving
group.
the expressions and
equations. Two examples
will be copied down by
students.
5
Mins

## Teacher will ask groups to share ideas with

team members of stories. Teacher will walk
around and aid discussions.

## Students will engage in

conversation and
discussion on ways in
which they can integrate
their items into a story for
their expressions.

## GUIDED PRACTICE (15 minutes suggested)

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?

Version 1
02/16

Pencil with
eraser
Lined paper (1
per student)
Student Item
brought from
home.
Worksheet from
expressions
created in lesson
#2. (see end of
document for
example)
Item for students
to catch: ball)

## These items will be used

to create a storyline for
the expressions and
equations created in
lesson 2. Worksheet
should have previously
been created based on
student responses from
the activity.

TIME

TEACHER

STUDENTS

15
mins.

## Teacher will expect students to work together

and come up with at least 10 stories to 10
expressions.

## Students, as a group will

come up with stories to at
least 10 expressions and
equations. Students in
each group will have the
same stories.

## Teacher can also place items in container and

have items rotate so students are able to use
different items.
INDEPENDENT PRACTICE (20 minutes suggested)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS
5

## Teacher will then collect group work. Students

will be asked to copy down same expressions
on their own papers.

15
Mins.

## Students will begin to

solve the expressions
independently for 5 mins.
After those 5 mins,
students can help each
other and work together
in their tables.

## CLOSING (5 minutes suggested)

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
TIME
2
mins

TEACHER
Prompt: Come up with an expression and an
equation. What is the difference between the
two?

STUDENTS
students may pack up
silently.

3
mins.

## Teacher will let students know that it is time

to go to the next class. Students will be asked
to leave items in class since they will be using
them in their activity tomorrow as props.

## Pack up all materials. Put

their items away.

HOMEWORK (if appropriate). How will students practice what they learned?

Version 1
02/16

Student Name
Date
Lesson #3 Worksheet Example:
#1)
X+7=25
Storyline:____________________________________________________________________
______________________________________________________________________________
__
#2)
Y-10=25
Storyline:____________________________________________________________________
______________________________________________________________________________
__
#3)
X=25
Storyline:____________________________________________________________________
______________________________________________________________________________
__

Version 1
02/16

#4)
7y=25
Storyline:____________________________________________________________________
______________________________________________________________________________
__
#5)
5+y=10
Storyline:____________________________________________________________________
______________________________________________________________________________
__

Lesson 4

SUBJECT

Mathematics

LESSON SUMMARY

## A handout on equivalent equations will be given to the students. Students

will work as a group to provide examples of equivalent equations and
expressions. Then, students will be able to begin recording an instructional
video of how to solve for equations in their groups.
LBD. Refer to lesson #1.

## How is Theory applied in

this lesson?
OBJECTIVE.
What will your students be able to do?

Students will be able to identify equivalent expressions and equations. Students will create their own
equivalent equations and will begin recording their instructional video on topic.
ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Exit Slip will be used to evaluate student. Prompt: what did you learn today and how do you think your video
recording will help others with this topic?
COMMON CORE
How will you address Common Core standards?

Version 1
02/16

6.EE.2.C
Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in
real- world problems. Perform arithmetic operations, including those involving whole-number exponents, in the
conventional order when there are no parentheses to specify a particular order (Order of Operations). For
example, use the formulas V = s3 and A = 6 s2 to nd the volume and surface area of a cube with sides of
length s = 1/2.
6.EE.2.D. 3
Apply the properties of operations to generate equivalent expressions. For example, apply the distributive
property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive
property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of
operations to y + y + y to produce the equivalent expression 3y.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
List the specific strategies you will use.
EL student may use computer to translate phrases that may be unfamiliar like equivalent equations, etc.
Teacher may also pair EL with a student whose native language is the same, if possible.
OPENING (8 minutes suggested)
MATERIALS/STRATEGI
How will you communicate what is about to happen? How will you communicate
ES
how it will happen?
How will you communicate its importance? How will you communicate
connections to previous & future lessons?
How will you engage students and capture their interest?
TIME
TEACHER
STUDENTS

Pencil with
3
Teacher will be by classroom door greeting students.
Within those 3
eraser
Mins
Timer will be on the projector counting down 3 minutes.
minutes,

Lined paper (1
students will be
per student)
coming inside

Student Item
the classroom
brought from
quietly and
home.
directly sit

down. Once
below).
seated,

Recording device
students will be
(phone
retrieving the
preferred)
materials

5
Mins

Teacher will go over the agenda for the day and briefly
explain the activity and why they were asked to bring in
an item.

day. List of
materials will
also be
projected on
the board.
Students will
actively engage
in presentation
of teacher.

Version 1
02/16

## INTRODUCTION OF NEW MATERIAL (12 minutes suggested)

What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS
4
Mins

## Teacher will pass out handout for students. Teacher will

provide 1 example of an equivalent expression.
http://www.mathworksheetsland.com/6/25opsequal/mat
ching.pdf

8
Mins

## Teacher will assign the rest of the examples on the

worksheet. Student will be asked to show all work on
worksheet.

Student will
copy down on
their paper the
example given
by teacher.

Student will
work silently
and
independently
the 4
examples.

## GUIDED PRACTICE (15 minutes suggested)

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS
5
mins

## Give intro of video project and its requirements.

Students choose their own groups.

2
mins

## Group comes up with 5 equivalent

expressions/equations.

Students will
follow
worksheet. (see
document
below)

8
mins
INDEPENDENT PRACTICE (25 minutes suggested)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS
25
mins

Students record
inside
classroom,
props may be
used.

## CLOSING (5 minutes suggested)

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?

Version 1
02/16

TIME
2
mins

3
mins.

TEACHER
Prompt: what did you learn today and how do you think
your video recording will help others with this topic?

## Teacher will let students know that it is time to go to the

next class. Students will be asked to leave items in class
since they will be using them in their activity tomorrow
as props.

STUDENTS
Students will
After
students may
pack up
silently.
Pack up all
materials. Put
their items
away.

HOMEWORK (if appropriate). How will students practice what they learned?

Version 1
02/16

Student Name
Date

## Lesson #4: Group Video

Solving and creating Expressions & Equations and
Equivalent Expressions and Equations
The videos we find online are sometimes boring! In order to have awesome
videos out there for students to learn, awesome videos must be created!
Your job today and tomorrow will be to form a group of 4 students and record
your own educational video on Solving and creating expressions and
equations, and equivalent expressions and equations.
As a group you may use:
1) PowerPoint (narrate a PowerPoint presentation on how to solve and form equivalent
expressions and equations)
2) Your own worksheet and live person explaining the process as a student records.

## Keep in mind that all students must equally participate in video.

Video cannot exceed 5 minutes.
Group must explain how to solve and form equivalent expressions and
equations.
All math operations must be taught in video.
Due: in Lesson #6.
Link of video must be submitted to teacher before the class begins. Video
can also be posted to YouTube once it has been approved by teacher.
Group Members:
1)______________________
2)______________________
3)______________________
4)______________________

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Lesson 5

SUBJECT

Mathematics

LESSON SUMMARY

Students will continue to record their group video on equivalent expressions and
equations.
Students will be able to create their own knowledge for other students to view
engaging math videos created by students themselves. Usual math videos are
boring and done by an older adult. This way, students are introduced to the idea of
creating their own knowledge.

How is Theory
applied in this
lesson?

OBJECTIVE.
What will your students be able to do?
By the end of the lesson, students will be able to have recorded an instructional video that is funny,
interesting, and very informational. Students will have all class to work as a group.
ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Student will have an Evaluation at the end of the class to see how well they participated with their peers in the
video recording.
COMMON CORE
How will you address Common Core standards?
Standards used in Lesson:
6.EE.2.D. 3
Apply the properties of operations to generate equivalent expressions. For example, apply the distributive
property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive
property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of
operations to y + y + y to produce the equivalent expression 3y.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
List the specific strategies you will use.
EL student may use computer to translate phrases that may be unfamiliar like equivalent equations, etc.
Teacher may also pair EL with a student whose native language is the same, if possible.
If also possible, EL student can be paired with other EL students and their group video can be in their native
language.
OPENING (10 minutes suggested)
MATERIALS/STRATEGI
How will you communicate what is about to happen? How will you communicate
ES
how it will happen?
How will you communicate its importance? How will you communicate
connections to previous & future lessons?
How will you engage students and capture their interest?

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TIME

TEACHER

STUDENTS

3
Mins

## Teacher will be by classroom door greeting

students. Timer will be on the projector
counting down 3 minutes.

## Within those 3 minutes,

students will be coming
inside the classroom
quietly and directly sit
down. Once seated,
students will be retrieving
the materials needed for
the day. List of materials
will also be projected on
the board.

7
Mins

## Teacher will go over the agenda for the day

and explain expectations and grading of
video.

## Students will actively

engage in presentation of
teacher.

Pencil with
eraser
Lined paper (1
per student)
Student Item
brought from
home.
below).
Recording device
(phone
preferred)
Rubric
Survey

## Rubric will be handed to

student.
GUIDED PRACTICE (37 minutes)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS
47
Mins

## Teacher will be making sure all recordings are

appropriate and educational.

## Students will record for

40 minutes. Any
unfinished recording will
be finished at home.
Group should submit
video before next class.

## Students will have

rubric, equivalent
expressions and
equations worksheet
near them.

## CLOSING (13 minutes)

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
TIME
10
mins

TEACHER
document below at end of document.

STUDENTS
evaluations.

TIME
2 mins

3
mins.

## Teacher will let students know that it is time

to go to the next class. Students will be asked
to leave items in class since they will be using
them in their activity tomorrow as props.

## Pack up all materials. Put

their items away.

3 mins.

HOMEWORK (if appropriate). How will students practice what they learned?
Finish video recordings.

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Student Name:
Lesson #5: Survey
Group Members:
1)______________________________________
2)______________________________________
3)______________________________________
4)______________________________________
How was Member #1? Name: ________________
Respectful: yes/no
Engaged: yes/no
Prepared: yes/no
_____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How was Member #2? Name: ________________
Respectful: yes/no
Engaged: yes/no
Prepared: yes/no
_____________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
How was Member #3? Name: ________________
Respectful: yes/no
Engaged: yes/no
Prepared: yes/no
_____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
SELF EVALUAION
Respectful: yes/no
Engaged: yes/no
Prepared: yes/no
_____________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Student Name:

## Lesson #5: Group Video Rubric

Best Possible Score: 16 points.

CATEGORY
Originality

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Product shows a
large amount of
original thought.
Ideas are creative
and inventive.

Product shows
some original
thought. Work
shows new ideas
and insights.

Uses other
people\'s ideas
(giving them
credit), but there
is little evidence
of original
thinking.

Uses other
people\'s ideas,
but does not give
them credit.

Oral
Interesting, wellPresentatio rehearsed with
n
smooth delivery
that holds
audience
attention.

Relatively
interesting,
rehearsed with a
fairly smooth
delivery that
usually holds
audience
attention.

Delivery not
smooth, but able
to hold audience
attention most of
the time.

Delivery not
smooth and
audience
attention lost.

Content

Includes essential
the topic. Subject
knowledge
appears to be
good.

Includes essential
the topic but there
are 1-2 factual
errors.

Content is
minimal OR there
are several
factual errors.

Rehearsed with
fairly smooth
delivery that holds
audience
attention most of
the time.

Delivery not
smooth, but able
to maintain
interest of the
audience most of
the time.

Delivery not
smooth and
audience
attention often
lost.

## Covers topic indepth with details

and examples.
Subject
knowledge is
excellent.

Presentatio Well-rehearsed
n
with smooth
delivery that holds
audience
attention.

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