Growth and Change Unit: Algebraic Expressions Vocabulary Topic: Algebraic expressions vocabulary Students: 25-30 Teacher: Ann

Williams for Mrs. Batman Grade level: 6th grade Objectives: 1) identify parts of an expression using mathematical terms; sum, term, factor, product, coefficient. 2) Write expressions that record operations with numbers and with letters standing for numbers, using real world applications. Standards:

CCSS.Math.Content.6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
o

CCSS.Math.Content.6.EE.A.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. CCSS.Math.Content.6.EE.A.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, co-efficient); 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.

Materials: Go Math! 6th grade text Vocabulary Booklet (to be made/completed by students) C onversation: whole group Level I listening, small group Level II conversation H elp: Raise hand during whole group, ask partner then teacher during small group A ctivity: We will make a vocabulary pamphlet for understanding algebraic vocabulary M ovement: We will move from whole group to table group activities P articipation: All students will be required to participate, vocabulary pamphlets may vary. Assessment Plan: Pre- assessment: after introductory hook; introduce a math game ask students to stand up and loud enough for all to hear shout the answer if they know the definition for listed vocabulary. Table group with most correct answers wins. Formative Assessment: During Whole group and small group instruction assessment by observation will take place. Student activity of vocabulary pamphlet will demonstrate understanding of vocabulary. Student independent practice of creating their own problem set will demonstrate understanding of concept. Summative- Students will be given regular daily work and unit test to demonstrate understanding of vocabulary and concept.

Background Knowledge: Students need to know basic math vocabulary such as sum, product, dividend and divisor. (Background Vocabulary sheet provided; to differentiate, some students may work on background vocabulary prior to algebraic terms being discussed.) Anticipatory Set: Ask students Did you know teachers need to study and review math vocabulary too? Discuss math vocabulary and how student teachers study to review for Praxis exams, explain why precision in math terminology is emphasized in go Math! Explain to students today we are going to make math fun first play a game to see who already know some of the math terms, then make a booklet so they can define the terms in their own words. Teaching Students will be given new math vocabulary associated with Algebra. Students will first be divided into table groups and do a pair share about what they think vocabulary means. Whole Class instruction will follow to define terms. Students will then break into table groups again to define Input: Introduce new math vocabulary by making a game. Introduce the math game, ask students to stand up say the answer loud enough for all to hear if they know the definition for listed vocabulary. Table group with most correct answers wins. After game list vocabulary on smart board with definition. With whole group instruction go through definitions. Pass out pamphlets. Explain how to fold pamphlet, vocabulary will be written on booklet previously. Modeling: Whole group instruction- explain first definition. Then ask table groups to do a bottoms up where each student stands up and explains the definition in their own words to the table group. Then each student sits down when instructed to and writes the words, definition, and definition in their own words to describe math concept. A drawing or mnemonic may be written in the last square. Check for Understanding: Repeat the procedure for all the vocabulary words, as students say the bottoms up circulate among groups to check for understanding. Guided Practice: After Vocabulary pamphlets have been completed, bring students back to whole group instruction. Model using the new math vocabulary in a real world example. Example from Billy saving up to buy his dogs in Where the Red Fern Grows may be used. (If Billy needed $50 dollars to buy his dogs, and he earned $25 a year, how long will it take him to earn enough money for his puppies? Y x 25 = 50; y= 2 years Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Independent Practice: Have students complete Vocabulary booklets if not already complete. For students who are struggling student may only do one of the pamphlet activity for example write definition in their own words etc. Assign writing real world algebra problems to students who understand the concept.