Cooperating Teachers Signature _____________________________

Sarah Huber
10/6/13

Cooperating Teacher: Mr. Lombardo

8:00 A.M.

Integrated Math

An Introduction to Algebra
Specific Objectives to Meet Goals:
Students will be able to understand the differences between expressions, equations, and
inequalities.
Students will be able to differentiate between numerical and algebraic expressions in terms of
variables, coefficients, constants, and exponents.
Students will be able to solve expressions for a given value of a variable.
Common Core Standard Algebra (HSA-SSE.A.1)
Interpret expressions that represent a quantity in terms of its context.
The student should remember the process by which they evaluated various expressions,
especially those with parenthetic notation, division, and exponents.
Motivational Techniques:
Open with an activity that has a solution rooted in algebraic calculation or manipulation, such as
the Predict Your Age activity. This is an entertaining and memorable introduction to
fundamental concepts of algebra that will engage the students curiosity and desire to learn more.
[I did not use this activity to introduce this lesson, but upon reflection, I would absolutely try it in
a future lesson]
Materials Needed:
Whiteboard, markers, erasers, loose-leaf, textbook problems, answer key
Procedure for the Lesson:
-Students enter the classroom and open their textbook to the page written on the board (first 5
minutes)
-Introduce/review algebraic terms with examples: distinguish equation, inequality, and
expression; define numerical, algebraic, variable, coefficient, constant (5 minutes)
-Provide students with a series of examples, emphasizing common mistakes made (5 minutes)
-Assign the class problems from the textbook and instruct students to set up and solve either
individually or in their small groups (15 minutes)
-Students volunteer to write the answers to the questions on the board and the rest of the class
compares answers and corrects mistakes (15 minutes)
-I chose this procedure primarily to encourage individual motivation and collaboration between
peers and to increase accountability for proper procedure and correct answers.

Academic Language
Expression, inequality, equation, numerical, algebraic, variable, coefficient, constant, sentence,
base, exponent
Assessment Methods
Use student input during class examples to determine how well they understand the material; on
a more individual basis, walk around the classroom as the students work on their given problems,
answering questions and making sure the students are completing the problems correctly (if not,
address the issue); informally assess the problems students write on the board to gauge proper
understanding ( and address any confusions as they arise)
Evaluation of Field Experience Students Performance:
The lesson went well overall. The first half of the lesson went faster than I had expected, but
rather than start a new lesson I assigned more practice problems to work through and put on the
board which made up for the extra time I had at the end of the lesson. As I lectured, the students
participated often, which showed me that they were really understanding the material. I also
learned from my first lesson in this class that students grow nervous when put on the spot in front
of their peers. To remedy that, I had students go up to the board four or five at a time to solve
their respective problems. Further, no student had to present; I asked for volunteers and the
students were generally eager to present their work in this more casual learning environment. If
I taught this lesson again, I would introduce slightly more complicated problems to challenge
those students in need of it. However, I liked this lesson and would use it in the future.