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GENERAL INFORMATION Name: Kevin D. Gilbert Lesson Title: How Do You Say +? Grade level(s)/Course: 7th Date taught: Wednesday, 3rd day of class INFORMATION ABOUT THE LESSON Content Standards:
7.EE.1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 7.EE.2. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.

Enduring Understanding and/or Essential Question: Mathematics is a language similar to that of the English language. What are different ways of describing, verbally, what an algebraic expression means? How will we maintain order in the classroom? Instructional Objectives: The students and teacher will determine and post the Rules of Behavior for the classroom. Students will be know different words and phrase that are the equivalent of the operations + and -. Prior Learning/Prior Thinking The students have had experience translating from English to Math through word problems. The students are familiar with algebra. Some of the students have taken or know a language other than English. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge As the class begins, the teacher asks the students to push their desks to the back of the room.

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Once this is done, he hands each student a carpet square and asks them to form a semicircle around his position at the whiteboard. He explains that he wants to students to think about how they first learned about addition and subtraction and thought this seating arrangement would set the mood. The teacher tells the students that this is probably how they learned about addition. He draws a group of 2 oranges and a group of three oranges on the white board and says If Whitney has 2 oranges and Taylor gives her three more oranges, how many oranges does Whitney have all together? Anybody know? When a student raises their hand, he calls on them. The student should answer 5. The teacher congratulates the student on giving the correct answer and illustrates it by drawing a circle around all the oranges and saying, She had one, two oranges and she got one, two, three more. So all together she has one, two, three four, five oranges. Because two plus three equals five! The teacher continues, Alright, now Whitney has five oranges. But Noah forgot his lunch today. So Whitney says, Thats okay, Noah, you can have one of my oranges. The teacher erases one of the oranges inside the circle and draws it outside the circle. The teacher asks, So how many oranges does Whitney have now? When a different student raises their hand, he calls on them. The student should answer 4. The teacher congratulates the student on giving the correct answer and illustrates it by saying, She had one, two, three, four, five oranges and Noah took away one orange. So now she has one, two, three four oranges. Because five take away one equals four! The teacher says, Alright children we are now finished with our math review. I want everyone to quietly return their desks to their rightful places and then stack their carpet squares in a neat pile on the floor next to me. Once you have completed that, I will give you each one cookie. The teacher waits for the students to move their desk back and, as each put their carpet square on the pile, he thanks them, gives them a cookie and asks them to please return to their seats . Focus/Purpose Statement Math is a language just like English. You can translate from Math to English and back again the same way you can with German, Spanish, or any other language. Today we will learn different methods of translation and how effective each one is. We will also learn that, like English, the way the words are arranged can affect the meaning of the sentence. Procedures Before the class begins, the teacher will have posted 14 pieces of poster paper on the walls around the classroom. Each has one of the class rules written at the top with a marker. The teacher will begin the lesson by summarizing his review of the exit sheets. If there are any areas where many students were confused, he will review them. He will announce other areas where some students had trouble with and tell the students, if they want help with them, they can

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meet with him during the group work time. The teacher will remind the students of the quiz on Friday and that the rough draft of the phrasebook is due Friday also. He will then ask if any questions have come up concerning the Phrasebook Assignment. The teacher will then answer any questions they have. The teacher will quickly review the actions associated with the operations +, , , & . The teacher begins the class by taking suggestions for each of the rules he listed yesterday. Then they will move on to finding other ways to say + and . The teacher moves to the first sheet of poster paper, reads the rule at the top and asks, Any suggestions? As the students raise their hands, he calls on them and writes their replies on the sheets with a marker of a different color. Once there seem to be no more suggestions, he moves on to the next piece of poster paper and continues in the same manner. If there are no suggestions, he says, Okay, well come back to that one later. And moves on to the next one. When he has finished with the last rule, he tells the students that he will leave them up on the wall for 1 week. Then they will all decide what the final rule will say. If they have a suggestion for changes, they can write them on a sticky note and stick it on the rule before class, at the end of class, or during group work time. The teacher then goes to the whiteboard and draws a table similar to the on in the Operations Translation 1 document. He then asks the students what words he used when he taught them addition earlier. One of the students should offer, plus. The teacher writes a number plus 5 under In Words and circles the word plus. He then asks the students for other ways to say what the algebra expression means and circles the key words in each one. The teacher can use the Operations Translation Key 1 if there are some the students dont suggest. The teacher then moves onto the subtraction row and asks the students how it was taught to them earlier. One of the students should offer take away and the teacher will write take away 3 from a number circling the words take away. The teacher will proceed in the same manner as with addition. The teacher should remind the students that these phrases may be something they want to include in their phrasebooks. The students will be allowed to work in groups until the closure. Differentiation The teacher will use many different teaching techniques to appeal to students with different learning styles. There will be open class discussion, graphic organizers, and group work. The students of different levels of ability and content knowledge will be assisted through the group work. Student with language differences may actually be at an asset help the groups understand

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the concerns of a person who needs to translate between languages. Closure As the class drawn to a close, the teacher will have the students return their desks to where they found them. The teacher will ask the students to get out a piece of paper and write their answers to the following questions as an exit slip. 1. What are 2 different ways to interpret the expression x + 7? 2. What are 2 different ways to interpret the expression x - 9?

Before the students leave, the teacher should remind them of the rough draft and quiz on Friday. Materials and Resources Digital projector setup to display from computer. Carpet squares, minimum of 1 per student. Whiteboard and dry erase markers, at least 1 being orange. Copy of Operation Translations 1 printed & ready for reference. Copy of Operation Translations 1 Key printed & ready for reference.

Classroom Management/Democratic Practices I will expect students to raise their hands and be called upon before answering a question or speaking in a discussion. If a student blurts out an answer, I will ignore them and call upon someone who has raised their hand. If students are talking during when they are not to be talking, I will remain silent and watch them until they stop talking. If they continue to talk, I will use proximity, then a verbal reminder that when someone is talking everyone else needs to be listening. Since this is the first day of class, I will not have class rules determined. Once they are I will expect the students to abide by them. ASSESSMENT Before the lesson Gathering information about student knowledge None Pre-assessment that may be used Exit slips from the day before.

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During the lesson Informal Formative Assessment During the class discussion portion, I will determine by their responses how well they understand. After Ive explained a new concept, I will ask, What questions do you have? and count silently to 6. If there are none, I will proceed. If there are, I will explain the idea in a different way and check in the same way before I continue. I will also move around the room during group work to monitor for understanding. I will ask each group a question or two to determine if they understand or not. Formal Formative Assessment Exit slip at the end of class. At the end of the lesson Formative As noted in the Closure section, the students will submit an exit slip. The questions cover the main points of the lesson. I will review their responses before the next lesson to determine if we can proceed or if there needs to be some reteaching. Summative None