Algebra Mini-Unit Plan Template

Part 1: Strategies

Instructional Strategy Strategy Summary Appropriateness for Goals Ability to Help Motivate
1. Abstract and Concrete The learning process is Students should comprehend Kaylee can benefit from this
Representation broken down into three the interplay of physical, educational technique, which
stages: solving issues using representational, and abstract consists of three
abstract notation, creating ideas. Concrete examples are interconnected parts. Kaylee
visual aids, and physically easier to understand due to can begin with hands-on
manipulating real items. their use of tangible materials. activities and progress to
Representational examples abstract concepts.
use symbols, which may be
challenging to comprehend,
while abstract concepts build
on these, making them more
accessible without tangible
representation.
2. Visual Organizer “A visual organizer enables " A visual organizer enables This will help her by
students to organize, evaluate, students to organize, evaluate, demonstrating how the
and synthesize their and synthesize their problem may be divided into
information, concepts, information, concepts, many steps. The segmented
relationships, tactics, and relationships, tactics, and and ordered format will make
communication. It offers communication." It provides it less daunting for her.
students a starting point for students with a starting place
problem-solving." (Zolloman, for problem-solving." A

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 2016). visual organizer helps Kaylee
arrange her thoughts on
paper. She can improve her
critical thinking abilities by
revisiting the information she
separated.

Part 2: Mini-Unit Plan

Grade Level: 7th
Date: 05/23/2024
Unit/Subject: Mathematics
Title of Unit and Brief Summary: Through categorization and application of pertinent vocabulary topics, students will construct and
simplify sentences. Students will generate original word problems by drawing on real-world examples.
Classroom and Student Factors/Grouping: Tier 2 assistance is available for kids who fall below grade level, while IEPS can
provide further help for students with specific needs. There are English language learners in the classroom that are either one or two
grade levels over their grade level.

Day 1 Day 2 Day 3

National/State 7.EE.A.1 Apply properties of 7.EE.A.1 Apply properties of 7.EE. B Solve mathematical
Learning Standards operations as strategies to add, operations as strategies to add, problems and problems in real-
subtract, factor, and expand linear subtract, factor, and expand linear world context using numerical
expressions with rational expressions with rational and algebraic expressions and
coefficients coefficients equations.
Specific Learning Students will learn how to Students can combine like terms Students will be using addition,
Target(s)/Objectives simplify expressions utilizing to simplify equations. Students subtraction, multiplication, and
operation characteristics. can make their own expressions division to solve word problems.
Students will be able to recognize using real-life items. Students will develop equations

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 similar terms in an equation. based on the provided word
problem.
Academic Goals and  Simplify addition  Simplify addition Create equations and work out
Learning  Subtraction  Subtraction word problems.
Progressions  Multiplication  Multiplication
 Division expressions  Division expressions
Academic Language Expression of Constant Variable  Constant Expression of Constant Variable
Coefficient: Distributive  Variable Coefficient: Distributive
Associative Communitive  Coefficient Associative Communitive
 Expression
 Distributive
 Associative
 Communitive
Unit Resources,  White Board  Visual Aids  YouTube Video
Materials,  Notebooks  YouTube Video  Tongue twisters
Equipment, and  Visual Aids  White Board  PowerPoint
Technology,  Math Manipulatives  Colors  Highlighters
Including Assistive  Notecards  Worksheets  Colors
Technology  Worksheets  Visual Organizer  Visual Organizer
 Worksheets
Anticipatory Set To start with the math lesson, I'll I'll go through everything we Playing our video of the various
introduce vocabulary words. We studied yesterday to start today's properties will be how I begin
will talk and brainstorm in groups lesson. We will review prior day three. We'll practice grouping
of two about the meaning of each notes and visual aids to refresh related words on the whiteboard.
term. After I write the list on the their understanding and reinforce I'll introduce the concept of
board the students will copy it in previously taught concepts. I'll breaking down word puzzles by
their notebooks. show a video reviewing the getting them interested with an
qualities to assist students in entertaining exercise like a
remembering the definitions. tongue twister.

https://www.youtube.com/watch?
v=v-6MShC82ow

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Multiple Means of The lesson will cover numerous I will use examples on the board I'll start with real-life examples.
Representation characteristics and vocabulary to teach students how to detect To make it more accessible, I
terms. I will utilize real-life similar phrases and categorize create word problems that kids
examples to explain each them separately. Use the example can comprehend and connect to.
concept. For example, while 6x+7y+4+3x-7 to divide and sort To engage students, I will build a
addressing the distributive into the appropriate columns. For word problem and put it on a
property, I will create a narrative example, the x column may PowerPoint presentation. To help
that students can connect to. For include 6x and 3x. I would urge students identify the sort of
example, while entering them to combine similar phrases problem, I will demonstrate how
someone's home, it's vital to greet to simplify the difficulty. to highlight and search for
everyone. essential words.
Multiple Means of  English language  English language learner  English language learner
Representation learners (ELL): I plan to (ELL): We'll color- (ELL): I'll construct a
Differentiation introduce each attribute coordinate each word visual aid with essential
Explain how you will using photos and graphics. using various markers. keywords like "how
differentiate materials
To illustrate the Students will use their many" or "all together"
for each of the following
groups:
distributive property of own markers to replicate and ask students to
 English language 5(7x+3), sketch a home the sample onto their underline any relevant
learners (ELL) and use arrows to notebooks. words in their word
 Students with symbolize the number 5 problem.
special needs distributing to the other  Students with special
 Students with numbers. needs: Students will  Students with special
gifted abilities
divide words using needs: Students will
 Early finishers
(those who finish  Students with special colored arithmetic generate their own
early and may needs: I'll demonstrate manipulative blocks. After expressions by sketching
need additional each property using actual creating a key for each visual representations of
sources/support) math manipulatives. word, students will the work challenge and
physically mix colors and analyzing them.
 Students with gifted rewrite responses.
abilities: I'll provide a  Students with gifted
larger example with more  Students with gifted abilities: I will engage
information to abilities: They will solve students in a discussion
demonstrate how it works. issues with several terms about how they came up

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 in the equation. with this expression.
 Early finishers: Check
over their work.  Early finishers: The  Early finishers: Teachers
students can use the will guide each
examples that have PowerPoint presentation,
already been written on eliminating the need to
the board. prepare ahead of time.
Multiple Means of Students will work in small Students will be divided into Students will be divided into
Engagement groups to enhance their math centers to practice expressions. groups and assigned a worksheet
skills by copying notecards onto One center will have a graphic containing word problems and
their notebooks. They will organizer, where they can use real-life examples. Students will
identify the first step, such as examples to develop expressions. design expressions based on word
distribution or combining like The other group will distribute problems and can finish the
terms, and discuss its importance. cards with different sentiments, assignment as a group.
The remaining notecards will such as 8x2 +2, and work with a
focus on simplifying addition and partner to simplify equations. The
subtraction expressions, allowing goal is to improve their ability to
students to discuss and form expressions based on board
understand the steps involved. or worksheet examples.
Multiple Means of  English language  English language  English language
Engagement learners (ELL): Each learners (ELL): Students learners (ELL): Key
Differentiation notecard will be color- will have a visual tool to words will be underlined
coded to visually indicate reference as they go in word problems,
distinct words. through each difficulty. allowing students to use
The steps will be color- visual aids to find the
 Students with special coordinated and appropriate sign for
needs: Manipulatives can documented for further expressions.
be made available for help.
students to work through  Students with special
expressions using hands-  Students with special needs: Students can
on methods. needs: With color coding express themselves using
and visual aids, students drawings and
 Students with gifted may arrange their ideas manipulatives.

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 abilities: The opposite with the graphic
side of the notecards will organizer. They can
have a harder problem for receive further support to  Students with gifted
students to solve and perfect this talent. abilities: Students will be
simplify. required to solve and
 Students with gifted simplify an equation.
 Early finishers: Each abilities: Students will
group will collaborate combine and simplify  Early finishers: With
with the others to three or more index cards pre-made word problems,
complete each index card. in each group. students may do
homework on Zearn or
 Early finishers: To BrainPOP.
encourage collaboration
among students, each
group will be given a set
amount of time.
Multiple Means of Students will be requested to Students will be able to create Each student will be handed an
Expression engage in group discussions. I'll equations. I encourage students to exit ticket with two-word
divide them into groups and simplify their expressions by problems on it that employ
assign them to complete a using objects in the classroom. various phrases. The students
worksheet together, identifying Label each phase of the problem- must investigate the word
each step. I will listen to their solving process. To assess problems to develop equations.
explanations and assess their comprehension, I will ask When they put it in, I'll see if they
grasp of the qualities and steps. students to combine similar were able to appropriately solve
concepts and simplify equations and simplify it.
using their objects and
expressions.
Multiple Means of  English language  English language learner  English language learner
Expression learners (ELL): I've (ELL): Students might (ELL): Students can
Differentiation made an anchor chart or utilize notes or visual aids utilize graphic organizers,
visual assistance that the to help with spelling while common notes, and visual
students may utilize on identifying each step. If a assistance to create
the board. Students can learner is unsure how to equations.

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 utilize their notes to help spell an object, they can
them label correctly. utilize computers or  Students with special
assistive technology to needs: Students might
 Students with special determine the right start by highlighting
needs: Students can spelling. essential phrases and
utilize their ACC gadgets. establishing color-coded
They showed me the  Students with special variables to identify what
following steps on their needs: Students may they need for equations.
tablets to assist me in receive specialized They may also have more
understanding how they support or more time to time to complete this.
were thinking. complete this assessment.
Assistive technology can  Students with gifted
 Students with gifted help with writing and abilities: To ensure full
abilities: Students will spelling. understanding, students
have to solve a new issue will get equations for
by changing the signs of  Students with gifted division or multiplication.
addition and subtraction. abilities: Students will
practice building larger  Early finishers: This is
 Early finishers: Double equations with more items an exit ticket, so students
check their work. to completely grasp the may leave after.
ability.

 Early finishers: Students

can practice by creating
more equations till their
time is up.

Part 3: Home Connection

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 Kaylee's goals may be fulfilled with her parents' help at home by using the strategies taught in class. I will send home activities

that she can complete with her parents. Kaylee will write and solve math papers with algebraic expressions. Put up a whiteboard in

Kaylee's room so she may practice writing equations and expressions. She can record her responses in a notebook and bring them to

class for daily review. I will provide her parents with YouTube videos to study algebraic expressions, equations, and word problems. I

will provide her with extra practice worksheets to take home and leave with her parents for their use. Kaylee's parents' engagement

provides her with assistance outside of school. Learning outside of school is crucial since it allows kids to engage with the curriculum,

gain real-world experience, and learn from different people besides their teachers. Kaylee may refine her talent with consistent

practice at home and school. I will monitor her progress and suggest additional activities for her to do at home, such as a game called

"shaving equations" where students write out equations on shaving cream while parents time them. I can create puzzles to help solve

math problems and expressions. If Kaylee and the other students are engaged and willing to learn, all games and home activities might

be entertaining.

References

Pattan (n.d.). Concrete-representational-abstract: Instructional sequence. Pennsylvania Dept of Education. Retrieved May 23, 2024,

from https://www.pattan.net/getmedia/9059e5f0-7edc-4391-8c8e-ebaf8c3c95d6/CRA_Methods0117

© 2019 Grand Canyon University. All Rights Reserved.

 Zollman, A. (2020, April 6). Students use graphic organizers to improve mathematical problem-solving

communications. AMLE. Retrieved May 23, 2024, from https://www.amle.org/students-use-graphic-organizers-to-improve-

mathematical-problemsolving-communications/#:~:text=A%20graphic%20organizer%20allows%20a,for%20the%20problem

%2Dsolving%20process.

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