UDL Lesson Plan
Title:
Knowing the parts of an Expression
Author:
Kristin Keaster
Subject:
Math
Grade Level:
High School (Grades 9-12) Grade Level
IEP Classifications: ADHD – Inattentive Type, Learning Disorder,
Emotional Disorder
State Standards:
CCSS.Math.Content.HSA.SSE.A.1
Interpret expressions that represent a quantity in terms of its context.
Interpret expressions that represent a quantity in terms of its context.
CCSS.Math.Content.HSA.SSE.A.1.a
Interpret parts of an expression, such as terms, factors, and coefficients.
Interpret parts of an expression, such as terms, factors, and coefficients.
CCSS.Math.Content.HSA.SSE.A.1.b
Interpret complicated expressions by viewing one or more of their parts as a single entity.
Interpret complicated expressions by viewing one or more of their parts as a single entity.
Lesson Goals:
Students will be able to effectively recognize the following terms in Algebra,
and label the appropriate term when in a math sentence.
Instructional Methods:
Anticipatory Set:
·
Teacher will ask
the question “Why do we use expressions in algebra?”
·
Teacher will
then ask for several students responses
·
Teacher will
introduce topic and explain what students will learn
·
Teacher will
then ask “Does anyone want to share what they think the following terms mean…Equation,
Expression, Term, Coefficient, Constant, and Variable
|
Recognize
“What” Multiple means of Representation
|
Strategic
“How” Multiple means of Action and Expression
|
Affection
“Why” Multiple means of Engagement
|
|
2.1 Clarify Vocabulary and Symbols
|
5.3 Build fluencies with graduated levels of
support for practice and performance
|
8.2 Vary demands and resources to optimize
challenge
|
|
2.3 Support decoding of text, mathematical
notation, and symbols
|
6.1 Guide appropriate goal setting
|
8.3 Foster collaboration and community
|
|
2.5 Illustrate through multiple media
|
|
9.1 Promote expectations and beliefs that optimize
motivation
|
Introduce and Model New Knowledge
·
Teacher will share
a notebook on parts of an Expression. And
explain all the terms in detail. What makes them different etc.
·
·
Teacher will
also go over the parts. I will make up a
song, so students will be more likely to remember it if they put a rhythm to
it.
|
Recognize
“What” Multiple means of Representation
|
Strategic
“How” Multiple means of Action and Expression
|
Affection
“Why” Multiple means of Engagement
|
|
1.1
Customize the display of information
|
4.2 Provide
varied ways to interact with materials
|
7.1 Increase
individual choice and autonomy
|
|
1.2 Provide
alternative for auditory information
|
4.3
Integrate assistive technologies
|
7.2 Increase
relevance, value, and authenticity
|
|
1.3 Provide
alternatives for visual information
|
5.3 Provide
ways to scaffold practice and performance
|
8.1 Heighten
salience of goals and objectives
|
Guided Practice
·
Teacher will
select partners (ability – high with low) and teacher will hand out worksheet.
·
Student teams
will then brainstorm and work together to make up a way to remember the parts
of an expression.
·
Teacher gave an
example in the introduction to “New Knowledge”.
·
Student teams
will then look at the worksheet and label each equation and tell whether they
think it is a Mathematical Expression or not.
·
Student teams
will then stand and present their information to the class, on how to remember
the parts of an expression.
|
Recognize “What” Multiple means of Representation
|
Strategic “How” Multiple means of Action and
Expression
|
Affection “Why” Multiple means of Engagement
|
|
1.3 Provide alternatives for visual information
|
4.3 Integrate assistive technologies
|
7.1 Increase individual choice and autonomy
|
|
2.4 Promote cross-linguistic understanding
|
5.1 Allow choices for media for communications
|
7.2 Enhance relevance, value, and authenticity
|
|
2.5 Illustrate key concepts non-linguistilly
|
5.2 Provide appropriate tools for composition and problem
solving skills
|
7.3 Reduce threats and distractions
|
|
3.1 Provide or activate background knowledge
|
5.3 Provide ways to scaffold practice and
performance
|
8.2 Vary levels of challenge and support
|
|
3.3 Guide information processing
|
6.3 Facilitate managing information and resources
|
8.3 Foster collaboration and communication
|
|
|
|
|
Independent Practice
·
Students will
then fill out a worksheet labeling the parts of an expression.
·
Students will
also be able to identify the terms of the expression.
·
Teacher will be
available to help; the student will have to raise hand for help.
·
Teacher will
have her example on the smart board, to help the students.
|
Recognize “What” Multiple means of Representation
|
Strategic “How” Multiple means of Action and
Expression
|
Affection “Why” Multiple means of Engagement
|
|
2.1 Provide or active background knowledge
|
4.2 Provide varied ways to interact with material
|
7.3 Reduce threats and distractions
|
|
3.3 Support memory and transfer
|
5.3 Provide ways to scaffold practice and
performance
|
9.3 Develop self-assessment and reflection
|
Wrap – Up
·
Teacher will go
over the parts of an expression and her song one more time.
·
Teacher will
also remind students why it is important to know these terms for Math.
|
Recognize “What” Multiple means of Representation
|
Strategic “How” Multiple means of Action and
Expression
|
Affection “Why” Multiple means of Engagement
|
|
1.1 Customize display of information
|
4.1 Provide varied ways to respond
|
7.1 Enhance relevance, value and authenticity
|
|
2.5 Illustrate key concepts non-linguistically
|
5.3 Provide ways to scaffold practice and
performance
|
|
|
3.2 Highlight critical features big ideas and
relationships
|
6.4 Enhance capacity for monitoring progress
|
|
|
3.4 Support memory and transfer
|
|
|
Assessment
Formative (Informal – written)
·
Student will
submit a completed worksheet with the parts of a Mathematical Expression
labeled, and the terms defined in their own words. (Student will be able to use
any numbers or variables they wish)
·
When student is
finished they will hold on to the work and present it to the class.
·
Their work will
go under ELMO where the students are able to see what the student did, and as a
class we will make sure they labeled and identified the terms correctly.
|
Recognize “What” Multiple means of Representation
|
Strategic “How” Multiple means of Action and
Expression
|
Affection “Why” Multiple means of Engagement
|
|
3.4 Support memory and transfer
|
5.3 Provide ways to scaffold practice and
performance
|
7.3 Reduce threats and distractions
|
|
|
|
9.3 Develop self-assessment and reflection
|
|
|
|
|
Materials:
·
Computer
·
Song – Parts of
an Expression
·
Pencil/Pens
·
Example of Parts
and Terms
·
ELMO
·
Worksheets
Resources:
Name________________________________________Date_____________________________
Parts
of an Expression
Place
the correct letter in the blank where the correct definition is listed:
A. Equation
B. Expression
C. Term
D. Coefficient
E. Constant
F. Variable
1. _____
Algebraic arithmetic operations containing terms, variables, and mathematical
operations.
2. _____
Constant multiplication of a function.
3. _____
Letters or Unknowns.
4. _____
A non-varying value.
5. _____
A number sentence with an equal sign.
6. _____
A component of mathematical expression.
Label the parts:
1. 3x+1=85
2. 10+x=3
3. 0=8+3x
True/False:
1. Do
all expressions have numbers? __________
2. Do
all expressions have letters? __________
3. Do
you have to have an equation to have an expression? __________
