2 13 2 14 Lesson Plan-2
2 13 2 14 Lesson Plan-2
STANDARDS:
Standard - CC.2.2.7.B.1
Apply properties of operations to generate equivalent expressions.
Standard - CC.2.2.7.B.3
Model and solve real-world and mathematical problems by using and connecting
numerical, algebraic, and/or graphical representations.
Learning Objectives
SWBAT
● correctly translate a problem into an expression.
● simplify algebraic expressions using the distributive property.
Assessment
Formative
A poster activity and review games will be used to assess the level of individual student mastery
of translating a problem into an expression and simplifying algebraic expressions using the distributive
property.
Summative
A unit test will be used to assess the level of individual student mastery of translating a problem
into an expression and simplifying algebraic expressions using the distributive property.
Instructional Materials
teacher
● Poster activity word problems and terms
● construction paper
● Markers
● Colored pencils
● Instructions for poster activity
https://drive.google.com/file/d/1eeet9ySACH9lJLzPnV_Vvh85sdvmGtGH/view
students
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● Computers - Daily Math Agenda
● Pencils
● Scratch paper
● Homework on Daily Agenda
https://drive.google.com/file/d/1sp2iO3MknPA9epDMJSLlDgm8-I9HXgXr/view
● Math binders
Content
● Translating expressions.
● Translating a problem into an expression.
● Simplifying algebraic expressions using the distributive property.
Implementation
Introduction
● Ask students to complete morning check-in: 3(x - 4) - 9x + 7
Development
● Tell students they will be doing a group poster activity dealing with translation and
expressions.
● Explain poster activity.
○ 1 - Cut out all word problems and terms.
○ 2 - Read each word problem and identify the terms of the expression described in
the word problem.
○ 3 - Glue the word problem on the construction paper.
○ 4 - Glue the terms for the expression below the word problem and use your
marker to add operation
○ symbols.
○ 5 - Write the simplified expression below and box your answer.
○ 6- Write names on the paper and submit to the drop-off box.
NOTE: P = 2(l + w) is the formula for perimeter of a rectangle.
● Monitor student work and discussion.
● Instruct students to take their computers out to play a review game.
● Play “Simplify” Blooket or “Distributive Property and Like Terms” Quizzes game.
● Tell students to use scratch paper to figure out the correct answer.
● Monitor student work to see who is understanding the work and who isn’t.
Closure
● Remind students of homework on their Daily Agenda.
● Ask students how they feel about the topic and if they’re understanding using thumbs up,
thumbs in the middle, or thumbs down.
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Differentiation
● Group, collaborative, and independent work.
● Differentiated level of questioning among students.
● Group work for peer-to-peer discussion, questioning, and explanation.
Accommodations
(Block 3)
● CW (LS): check in on student’s work and performance
● JF (Autism): autistic support teacher in class
(Block 5)
● CB, IM, AK, LS, CM, LD, NN (Gifted): provide more challenging problems, group
students with other students of the same level, extension of content
● JB (LS): ch
Reflection
student success
teacher effectiveness
● How well did I do monitoring who did well and who didn’t do well on the review
games?
cwatson2022