Basic Productivity Tools (BPT)

Lesson Idea Name: Algebraic expressions: Definition (session 2)

Content Area: Mathematics/Algebra/Expressions
Grade Level(s): 6TH grade

Content Standard Addressed:

1st semester unit 3 (Woods, 2016)

MGSE6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.

MGSE6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.

MGSE6.EE.2a 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.

MGSE6.EE.2b 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.

MGSE6.EE.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.

MGSE6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same
number regardless of which value is substituted into them). For example, the expressions 𝑦 + 𝑦 + 𝑦 and 3𝑦 are
equivalent because they name the same number regardless of which number 𝑦 stands for

Technology Standard Addressed:

Instructional software (Bagwell College of Education, 2018)

Standard 1: Technology Proficiency

Candidate demonstrates proficiency with current and emerging technologies.

1.1 Candidate explores and uses a variety of current and emerging technologies to support learning.
1.2 Candidate troubleshoots basic technology issues in the classroom.

Standard 2: Technology Integration

Candidate demonstrates the ability to integrate technology into standards-based teaching, learning, and
assessment.

2.1 Candidate selects and evaluates digital tools and resources (academic content, technology tools, and
information) for quality, accuracy, and effectiveness, and uses developmentally appropriate resources aligned
with standards to engage learners.
2.2 Candidate plans and implements technology-enhanced learning experiences using a variety of evidence-
based instructional strategies (e.g. higher order thinking, problem solving, creativity, authentic learning, and
collaborative learning).
2.3. Candidate uses technology tools to facilitate communication and collaboration of learners, families,
and colleagues in local and global learning communities.
2.4 Candidate uses technology to personalize learning by designing and customizing instruction to support
learner strengths, needs, and interests.
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2.5 Candidate uses technology to engage learners in assessment practices and adjust instruction to meet
learner needs. 2.6 Candidate implements effective classroom management strategies when integrating
technology and ensures learners are engaged and using technology for learning.
2.7 Candidate promotes equitable access to digital tools and resources.
2.8 Candidate promotes digital citizenship by modeling the safe, legal, and ethical use of digital information
and technologies, including appropriate documentation of sources and responsible use of social media.
2.9 Candidate uses digital tools and resources to ensure accessibility and relevance for all learners.
2.10 Candidate engages in ongoing professional learning by connecting online with other educators and
using social media tools to build a professional learning network (PLN).

Standard 3: Blended/Online Learning

Candidate demonstrates the specialized knowledge and skills necessary for teaching and learning in a
blended/online learning environment.

3.1 Candidate identifies basic principles of effective blended/online learning.

3.2 Candidate designs learning experiences for a blended/online learning environment.

References
Bagwell College of Education. (2018, September 18). Kennesaw State University. Retrieved Jun 20, 2018, from
Bagwell College of Education: http://bagwell.kennesaw.edu/epp-standards/
Woods, R. (2016, July). Georgia Standards Of Excellence Curriculum Map Mathematics. Retrieved Jun 2018,
2018, from GeorgiaStandards.org: https://www.georgiastandards.org/Georgia-
Standards/Frameworks/6th-Math-Curriculum-Map.pdf

Selected Technology Tool: Presentation using Power Point

URL(s) to support the lesson (if applicable):

https://www.dropbox.com/s/xxus8lw0ls3acd1/ALGEBRAIC%20EXPRESSIONS.pptx?dl=0
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Presentations are good to support students with difficulty to learn specially if the student can access to the
lesson and practice outside the classroom. Presentations are a support tool for a lecture class with visual
orientations to address visual and additive students. Students can access to the presentation any time they
need it since the presentation can be stored in an internet cloud.
Lesson idea implementation:

These lesson plan corresponds to the second session of “algebraic expressions”. In order to complete these
lesson, the classroom should have a projector and a computer, preferably with internet access to show the
students how to access to the presentation from any computer.

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1.-The teacher will discuss with the students a brief summary of last class where algebraic expressions were
introduced through brain pop website.

2.-The teacher will access to the “Algebraic Expressions” presentation stored in drop box, allowing students to
see how to access to the presentation from any computer.

3.- The teacher will use lecture teaching strategy using the PowerPoint presentations as a guide.

4.-The students will pay attention to the presentation and express the question they may have while the
presentation runs.

5.- At the end of the presentation the teacher will require the students, as a homework assignment, to access
to the presentation reviewed in class and complete the activity of the last slide of the presentation and bring
it back the next day of class.

Reflective Practice:

The students will make cognitive connection by using technology as a resource of learning.
The teacher will evaluate the students’ performance through a homework assignment.

Visual activities are particularly important when teaching mathematics. For most students it is easier to learn
mathematic concepts when observing, listen and practice. The designed class in this document allows
students to develop both technological and math skills.

Spring 2018_SJB