6.2.2 Properties & Equivalent Expressions: Benchmark



Lesson Plan College of Saint Benedict/Saint John’s UniversityTitle of Lesson: Properties & Equivalent ExpressionsNCTM Standard: AlgebraGrade Level: 6th gradeProcess Standard(s): Problem Solving, Reasoning & Proof, Connections, RepresentationsMinnesota Academic Standards:6.2.2 Properties & Equivalent Expressions: Benchmark 6.2.2.1: Apply?the associative, commutative and distributive properties and order of operations to generate equivalent expressions and to solve problems involving positive rational numbers.Objectives: Students will be able to apply the distributive property with the order of operations to solve problems.Rationale:This lesson is important for a 6th grader as the distributive property is very important to know and understand for real world contexts and for upcoming math in higher grades. The distributive property combines both multiplication and addition which 6th graders have had great experience with in multiple grades previously. By now students have started exploring the distributive property at least once before with the 5th grade standard 5.2.2.1 Properties and Expressions. With this lesson students are preparing well for upcoming math such as representing geometric sequences using equation in the 8th grade standard 8.2.2.5 as well as justifying steps in generating equivalent expressions by identifying the properties in the 8th grade standard 8.2.3.2. Using the distributive property goes beyond 8th grade, as it is fundamental skills that builds and is used frequently in higher level mathematics.Materials/Preparation Needed:Apple Slice (3 per student)Napkins (1 per student)Algebra Tiles (box for each table)Algebra Tile Mats (1 per student)Sketch paperColored pencilsAssessment printed out (1 per student)List and define: discipline specific language:Distributive Property- states?that when a factor is multiplied by the sum of two numbers, we can multiply each of the two numbers by that factor and then perform the operation indicated within the parentheses.Order of operations- The rules that say which calculation comes first in an expression. (PEMDAS)Variable- a symbol for a number we don’t know. It is usually the letter x or y.Equivalent Expressions- having the same value.academic language: Algebra Tiles- manipulative that helps encourage students to tactically and spatially create solutions and problem to algebraic expressions.Algebra Mats- mats for the manipulatives for students to visually see what the tiles represent and equal in an equation. Critical thinking- thoughts that are well-thought outExpress- to show or verbalizeCreate- to produce through thinking and imaginingAnticipatory Set: “Today we are going to start math with some good brain food.” (Pass out Apple Slices). Students can eat apples if they wish. Say to the students, “I am curious as to how many girls versus boys got apples, how could I figure out how many apples each gender got, without counting the apples 1 by 1?” Then write an equation with pictures on the board, starting with the 3 apples each student got, then parentheses and adding Boys plus Girls, write in how many boys got a cup of apples. (if 12 boys got apples you would write 12b) plus how many girls got apples (10g). Now you have the equation 3(12b+10g)= total apples eaten. The teacher can draw out the equation with pictures if students need. The teacher can then introduce the distributive property and solve the apple equation, 3(12b+10g)=36b+30g. The teacher can explain that since girls and boys are separate groups we can’t combine them, the equation shows that boys got 36 apples total and girls got 30 apples total. B and G are separate variable, that cannot be combined because they are different. End the anticipatory set by saying “now that we had some great brain food, our brains are ready to take on the distributive property.” A snack is a good mix up and can get students motivated. This is an example real world example and is also very visual. (5 minutes)Procedure: After the anticipatory set the teacher can go straight to the lesson. At this time the teacher should pass out Algebra Tiles and Algebra Tile Mats to each table. The teacher should prompt students to get out sketch paper and colored pencils at this time. (2 minutes)The teacher should put a problem on the board that requires the distributive property. The teacher can use the Smart Board or a projection tool to help show how students can use the distributive property with the tiles. The teacher should thoroughly explain what the blocks represent and how the mat can help students solve the problem. This is a great time to remind students of the Order of Operations rule and a tool they could utilize if it helps them is writing “PEMDAS” at the top of their paper. (10 minutes)Next, put an array of problems on the board one by one and at first do the problem with them. Eventually let them do it on their own and correct each one as you go. After students are comfortable you could have them come up and show the class using the Smart Board. Remember to ask students to show their work by creating a model with the Algebra Tiles. After students solve each of the problems using the tiles on their mats, they can then sketch the model and record their work. About 8-12 problems, both standard and word problems are recommended for students to grasp the concept and feel comfortable with the distributive property. (20 minutes)Transition- Teacher says, “Ready Set” Students reply, “You Bet!”After the lesson, the teacher should pass out the assessment worksheet. Students can work on this alone. While students are working independently on their assessment, the teacher should be able to walk around the room and help where they see fit. (15 minutes)The students should be able to use the tiles to use as a resource with the assessment. The teacher could ask,Will you do it mentally? With pencil and paper? Using the Algebra Tiles? -What way works best for you?What is a way you could check your answers?Assessment of Learning: To assess students learning, at the end of the lesson students will be given a worksheet that they will be prompted to do alone. This worksheet has multiple levels of the distributive property so the teacher can assess which level the student has mastered and/or needs more practice with. (worksheet attached). Through the assessment the teacher should be able to see that students are capable of applying the distributive property with the order of operations to solve problems.Objective1234Students will be able to apply the distributive property with the order of operations to solve problems.Students will be able to identify when to use the distributive property with the order of operations to solve problems. Students will be able to recognize how to use the distributive property with the order of operations to solve problems. Students will be able to apply the distributive property with the order of operations to solve problems.Students will be able to develop a further explanation as to why and how the distributive property and order of operations works to solve problems.Closure: For the closure the teacher could have students come up with their own word problem using the distributive property to solve it. Give students time to create their own word problem (3 minutes).Have students share their word problem with their table and take turn solving everyone’s equation at their table. (10 minutes)The teacher then can randomly call up students to share their problem on the board and have the class solve them. Give students time to solve the problem and then have the student who created it show the class how to find their answer. Do this for a while, it is fun to see students understand the concept, be a teacher to their peers and to have fun with math. (15 minutes)Assignment: Just the in-class assessment, there is not an assignment to take home.Accommodations:We can support students who are struggling academically by creating more examples and creating a “I do, you do” lesson with the blocks for them to comprehend exactly how the tiles can aid their understanding of the distributive property. We can challenge advanced students by asking higher level/deeper thinking questions, like “do you know why this property works to solve problems” “why do we use the order of operations, what would happen if we didn’t use it?” and you could also give these student larger equations with more variables to make it harder. This lesson provides for many different learning styles. The anticipatory set, example on the board and talking through the problem is great for the spatial and auditory learners, and the blocks are good for the kinesthetic learners. If a learner is more linguistic, the teacher could have materials, such as a book or written instructions for them. To accommodate EL and SPED students we can have these students sit near the front so it would be easier to help them with the tiles. Using the blocks to demonstrate may be helpful, as it is very visual. Instructions could also be written on the board as well as given orally. Reflection-8708723948600This resource is taken from: -Kirkendall ................
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