Direct instruction

Teacher(s): Megan Thomas Subject: Mathematics (Algebra)

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

Common Core:

A1.A-SSE.A Interpret the structure of expressions.

A1.A-SSE.A.1 a. Interpret parts of an expression, such as terms, factors, and coefficients.

A1.A-SSE.A.2 Use structure to identify ways to rewrite numerical and polynomial expressions. Focus on polynomial
multiplication and factoring patterns.

Anchor Standards:

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally.

ISTE Standards:

Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a
variety of ways.
Objectives (Explicit): Use Blooms verbiage and formula

Students will be able to accurately identify parts of an expression.

Students will recognize the parts of an expression by physically moving to their correct QR code in the
classroom, which corresponds the expression part they were given.
Students will construct three different polynomials by utilizing and combining each part of an
expression.
Students will value the knowledge they have for parts of an expression by being able to accurately
combine like terms when multiplying polynomials.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

The summative assessment will be the worksheet done during the independent practice. I will ask that every student
complete the odd numbered problems in the worksheet. At about 10 minutes before the period ends, I will go around and
stamp all papers that have the odd questions completed. I will also be checking answers to ensure that each student is doing
the work correctly. That will allow me to identify if students have mastered the lesson we learned. For the worksheet, I have
assigned point values to each question, and a scale and how I will grade each problem. Throughout the lesson and activities,
the questions I ask will also be a form of formative assessment to allow me to assess where my students are at with the
material. Examples of these questions would be, What does this symbolize in the expression that was created? and How
could this term be expressed in a more elaborate polynomial/expression?. More examples are written in my Teacher
Will boxes.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.) There are no sub-objectives, because each objective addresses the steps necessary to reach the
goal.
Key vocabulary: Materials/Technology Resources to be Used:

Expression QR Codes

Variable Cell Phones

Term Google Slide

Constant Puzzle Pieces

Coefficient

Factors

Polynomial

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

When the students walk into the room, they will see instructions on the board of where to start. I will have the objectives of
the lesson up on the board and I will ask students to read the objectives and simply think about what they think todays
lesson will entail. There will be a puzzle to construct on their desks and a second set of instructions on the board. The
instructions would read Use your puzzle pieces to create a math expression. The students have encountered mathematic
expressions before, and will be able to somewhat recognize one to create. The puzzle pieces will contain symbols and
numbers such as x, +, -, =, 8, etc. Some students will make it easy and create something stating, 4+2=6 while other
students may think out of the box and create something stating, x+2x=8. This will get students thinking about what we
are going to be learning today, and let them be more creative with the mathematics. I will not be giving them anymore
instruction than what is on the board, because I dont want to alter their thinking in any way. After about 3 minutes of this, I
will ask some students to come up to the board and display their puzzle to show the class. This will allow students to share
their ideas, and give other students the chance to see an expression they may not have thought of. I will also have some
students speak about what they think we will be learning, based on the objectives and our first activity.

Teacher Will: Be specific Student Will: Be specific

At this point I will be moving into the lecture portion of
the lesson. Based off of the puzzles that students put up
on the board, I will be circling specific parts of
expressions, within the puzzles students formed. To start
off, if a student used an x in their expression I will then
circle that. I would ask questions such as, What do you
Instructional Input
Students will offer to come up to the board and display
the equation they have made. When I am conducting
my presentation, students will be following along with
notes. To avoid the theme of a boring lecture, I have
created guided practice notes. These notes will contain
an outline of the slides I am presenting. Along the way,

think this is called? and What does this symbolize in
the expression that was created?. I could then do the
same thing with another example (i.e. 4x). As students
give me answers, I would display my presentation on the
board. It would start off by listing the common core
standards I have above. I would ask a student to read
those off, and then ask students to explain what they
would like to achieve by the end of the period, as well as
how they think it will be achieved. I would then go
through the rest of my power point. Each slide would
contain a part of the expression, with its definition and
example.
there will be blanks for students to fill in
words/definitions that are missing from their notes,
which can be found on the slides that I am showing.
These notes will ensure that students are following
along the lecture I am giving. They will also be
answering the questions I ask throughout my
presentation. It is expected that students will feel
comfortable enough to answer the questions, even if
they are unsure. There will also be examples within the
presentation that we will go over as a class.
 Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

-For visual learners, I will have pictures of each part of an expression. There will be a slide solely on the image of
each part, so students can learn to recognize it. They will also have the opportunity to draw the same images on
their notes.

-For students who learn by example, there will be many examples throughout the lesson where they have to
identify a specific part of an expression in each problem.

-For students with any sort of learning disability, they will be able to work with their peers on the examples to help
them further understand the content.

-For a student who may have a physical disability, they will be stationed at the front of the class to ensure they can
see the board. If anyone has a hearing impairment, I will be talking loudly and walking around the classroom to
ensure that my voice is heard throughout the classroom.

Since the material is more basic, I dont believe any student will really struggle. However, I know the vocab could
be hard for some students to say or remember, so we will be repeating them many times so each student can know
how the word is said.

Teacher Will: Be specific Student Will: Be specific

With the guided practice, I will be assisting in a
technology activity. I will have set up QR codes around
the room. I will then give each student a label. The labels
will consist of examples of the parts of an expression.
Each student will either have a variable, term, constant,
factors, or coefficient (x, 2x, 2, 4y). I will be assisting in
this activity and will allow students to ask me questions if
they need help. I will not give them the correct answer,
but instead ask them guiding questions that will force
them to think differently and lead to the correct answer.
Questions that I ask could be, Was this part used in the
Guided Practice
During this technology infused activity, students will
be able to use their electronic device. They will have
downloaded a QR code app, in order to scan the QR
codes. Each code will have a name that corresponds
with each part of an expression. When the student
scans a QR code, they will be given the word of the
expression. If that word corresponds with the part that
they were given, the student will then stay put. If the
word does not match they part they were given, the
student will then have to continue scanning every code
until they reach the correct one.

puzzle that you created? and Look back on some

examples that we did during the lecture, do you
remember where we may have implemented this term?
After about 10 minutes, I believe that each student should
have matched with their correct QR code. At that time, I
will then have them switch with someone they dont
know, and then find the new correct term.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?

-If any students have a physical disability that prohibits them from walking around the classroom, I will be there to
assist them in that. I can partner up with them to make sure they are getting around to each QR code. I will also
have all isle ways big enough, so that a wheel chair/crutches/etc. could fit through.

-If a student does not already have a device to use for this activity, I will provide tablets with the QR code app, so
that they can participate in the activity.
 -If a student is particularly struggling with the content of the activity, I will have them refer back their notes and the
examples we did during the lecture. I will also pair them up with someone who is well versed on the subject so the
student who is struggling can gain another students perspective.

Teacher Will: Be specific Student Will: Be specific

During the independent practice, the work and discussion
will be reliant on the students. I will give them a
worksheet that they are allowed to do in their groups.
The worksheet is solely practice based off of what we
learned in class. I will be walking around to ensure that
every student is working, and be available to answer any
questions they have. I will ask that they complete at least
the odd numbered problem of the worksheet. When the
student finishes that, I will either stamp it or initial it as
an exit ticket. The even problems will be what I ask them
Independent Practice
At this time the students will be working diligently to
finish the odd problems of their worksheet. They are
encouraged to discuss with their peers, and share
ideas. The questions will consist of a matching
scenario, where students will match each term to the
correct example. Then there will be questions where
students have to have to underline the parts of the
expression in the given polynomials. Examples of
these questions would be, Can you underline the
variables in this polynomial?. The last section of the

to do for homework. worksheet will ask something like, Using what we

learned today about parts of an expression, can you
conduct at least three unique polynomials? The
students can continue working on the evens of the
worksheet, so they wont have any homework.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?

-If a student has a disability that may impair their vision, I will ensure to avoid the issue of them not being able to
see the worksheet. The font on the worksheet will be big enough for each student to see.

-If a student can not accurately work within the groups due to distractions, I will allow them to work on their own
with headphones. That will create a more peaceful environment for them, to ensure that they complete their work.

-If any student seems to struggle with the material, I will encourage their peers to provide the student perspective of
the best way to learn and understand it. I will also be lenient if that student does not complete all of the odds before
leaving.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

I will end the period by bringing the attention of the classroom back to me. We will have a short discussion about what the
students learned, and how they think it will be value them in the future. I will ask the class, In your opinion, how do you
think knowing parts of an expression will be valuable to you? and Do you think this knowledge will be value to you at
all?. Students will have very different opinions, but my hope is that some students realize the greater take away of the
lesson. What the students are learning is very basic material, but it will be relevant in the rest of their math career.
Knowing the parts of an expression will come up in every math course preceding mine. I want my students to really value
the knowledge of basic things, because they will always be necessary as the students try to gain more knowledge/or do more
in life. They will always need to relate back to the basics.