Objective: Students will identify mathematical terms by matching mathematical

phrases to their correct meaning with 80% accuracy.

Pre-Instructional Activities: (10 minutes) A fluency practice activity will open this
lesson. Each student will receive a “Sprint” where there is a mixed review with one
hundred addition, subtraction, multiplication and division problems. There is a side
A and a side B, each with the same expressions. Students will be given one minute
to solve as many problems as they can and when the minute is up, call out, “pencils
down.” Go over the answers chorally and students will record their score. Students
will then flip their paper to side B and have one minute to solve the problems again.
After time is called, go over the answers chorally again. Students will record their
score and subtract the amount correct on side A from side B. This will be their
improvement number. Most improved student will receive a small prize.

Content Presentation: (15 minutes) On Google Slides, present Slide 2 with a list of
words. Read a word aloud and ask what that word means and which operation
would be used to translate that word. For each word, students will turn and talk to
the person sitting next to them for about 10 seconds and discuss the operation that
correlates with the term, and give an example of it being used. Call on students
and ask what they discussed and have them come to the board and write a symbol
and the meaning of the word next to each term. Students will do the same in their
math journals.
Introduce three activities to the students that are set up in different stations:
Hands-on station, computer station, and a reading/recording station. They will be
grouped by learning styles and ability and rotate through each activity, spending
about 10 minutes in each one.

Learner Participation: (35 minutes with transition time) The hands-on station will
have 4 sets of a memory-style card game. Some cards will have the terms we
covered, and some will have their matching symbol or an example of the term. For
example, one card would have “2x” and the other would say “double ” and they
would be a match. When students get a match they will record the content from
each card in their math journal.

The computer station will be a short activity on IXL where students write a
numerical expression for each word phrase. The Read-and-Record station will be a
worksheet activity. One student will read aloud a short phrase with one or two
terms that we have learned and the other will record in their journals what the
phrase means. The students will switch and repeat the activity. Once both students
have recorded their answers, they will compare answers.

Assessment of Performance Objective: (10 minutes) Students will complete an exit

ticket at the end of completing the three stations. The exit ticket will contain a
combination of short phrases and symbols where students will describe the
meaning of each.

Follow-Through Activities: For homework, students will write a creative short story
that includes at least five of the new terms and draw a picture with labels to
illustrate their story. The next day, students can present their stories.