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You are on page 1of 21

By: Yurby Rivas

Lesson 1

GRADE

6th Grade

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

the challenge and to articulate what they need to learn more about. We provide

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.

Questions for students to answer:

What was your operation?

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

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?

How will you address your English Learners?

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

day, and briefly explain what Learning by

Design consists of.

in presentation of teacher.

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

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

will assign a number to each student.

Students will be labeled 1,2,3,4.

Student 1: Addition

Student 2: Subtraction

Student 3: Multiplication

Student 4: Addition

number, they will be

researching the math

operation assigned to them.

15

Mins

answering the following questions on a

sheet of paper:

research and answering the

prompt.

are other ways to express the same

operation? Provide at least 5 examples.

Use online resources/ websites to answer

the question.

8

Mins

their findings to the group, beginning with

student 1, then 2, etc.

their digital resource:

computer, phone or

tablet to do the research.

and sharing the ways of

expressing math operations

differently.

down teammates

examples on an index

card. Index card should

have at least 20

examples, labeled.

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

will be receiving a white sheet of paper to

create a poster of their group findings.

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

their own poster. Poster

is for student, not to be

turned in.

10

paired together. Each group will be

presenting their findings on a side of the

classroom.

minutes. Each student

will present their

operation to the other

group. Use of color will

be explained. Phrases

will be explained.

educational conversation as

they present their findings

with another group.

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

different ways of expressing the same

operation.

express their knowledge. If

no volunteers, teacher will

call individual students.

4

Mins

3

Mins

answer:

What was your operation?

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?

Class dismissed.

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

GRADE

6th Grade

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?

How will you address your English Learners?

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

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

responses. Students will answer to the

following question: what are different ways to

say division? Subtraction? Multiplication?

Addition?

ball and will then throw

the item to another

student wishing to

answer the question.

7

Mins

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

take notes on videos.

review.

introduction to

expressions and

equations.

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

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.

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

on lined paper. Student

should have written their

name, date, and have

circled their place on the

expression.

TIME

TEACHER

STUDENTS

5

Mins

to their seats and move back any tables or

desks that were moved as the activity was

done.

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 answer

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

students who wish to volunteer their answer.

and express their

knowledge. If no

volunteers, teacher will

call individual students.

3

Mins

to go to the next class.

Paper to be turned in at

the end of class.

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

GRADE

6th Grade

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?

Standards Addressed in 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.

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?

How will you address your English Learners?

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

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

students. Timer will be on the projector

counting down 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

and briefly explain the activity and why they

were asked to bring in an item.

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.

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

team members of stories. Teacher will walk

around and aid discussions.

conversation and

discussion on ways in

which they can integrate

their items into a story for

their expressions.

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)

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.

and come up with at least 10 stories to 10

expressions.

come up with stories to at

least 10 expressions and

equations. Students in

each group will have the

same stories.

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

will be asked to copy down same expressions

on their own papers.

15

Mins.

solve the expressions

independently for 5 mins.

After those 5 mins,

students can help each

other and work together

in their tables.

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

Students will answer exit slip.

Prompt: Come up with an expression and an

equation. What is the difference between the

two?

STUDENTS

Students will answer

prompt. After answering,

students may pack up

silently.

3

mins.

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.

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

GRADE

6th Grade

SUBJECT

Mathematics

LESSON SUMMARY

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.

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?

How will you address your English Learners?

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

Worksheet (link

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

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

provide 1 example of an equivalent expression.

http://www.mathworksheetsland.com/6/25opsequal/mat

ching.pdf

8

Mins

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.

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

Students choose their own groups.

2

mins

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.

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

Students will answer exit slip.

Prompt: what did you learn today and how do you think

your video recording will help others with this topic?

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

answer prompt.

After

answering,

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

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.

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)______________________

Version 1

02/16

Lesson 5

GRADE

6th Grade

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?

How will you address your English Learners?

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?

Version 1

02/16

TIME

TEACHER

STUDENTS

3

Mins

students. Timer will be on the projector

counting down 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

and explain expectations and grading of

video.

engage in presentation of

teacher.

Pencil with

eraser

Lined paper (1

per student)

Student Item

brought from

home.

Worksheet (link

below).

Recording device

(phone

preferred)

Rubric

Survey

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

appropriate and educational.

40 minutes. Any

unfinished recording will

be finished at home.

Group should submit

video before next class.

rubric, equivalent

expressions and

equations worksheet

near them.

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

Students will answer Evaluations. See

document below at end of document.

STUDENTS

Students will answer

evaluations.

TIME

2 mins

3

mins.

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.

their items away.

3 mins.

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

Finish video recordings.

Version 1

02/16

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

Comments about member #1:

_____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

How was Member #2? Name: ________________

Respectful: yes/no

Engaged: yes/no

Prepared: yes/no

Comments about member #1:

_____________________________________________________

Version 1

02/16

______________________________________________________________________________

______________________________________________________________________________

How was Member #3? Name: ________________

Respectful: yes/no

Engaged: yes/no

Prepared: yes/no

Comments about member #1:

_____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

SELF EVALUAION

Respectful: yes/no

Engaged: yes/no

Prepared: yes/no

Comments about member #1:

_____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Student Name:

Best Possible Score: 16 points.

CATEGORY

Originality

Version 1

02/16

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

knowledge about

the topic. Subject

knowledge

appears to be

good.

Includes essential

information about

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.

and examples.

Subject

knowledge is

excellent.

Presentatio Well-rehearsed

n

with smooth

delivery that holds

audience

attention.

Version 1

02/16

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