UDL Math Lesson Plan

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.

CCSS.Math.Content.HSA.SSE.A.1.a
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.

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:

http://www.corestandards.org/Math/Content/HSA/SSE/

http://www3.canisius.edu/~grandem/catholicconference/UDL_Guidelines_9.png

http://en.wikipedia.org/wiki/Expression_(mathematics)

http://msolson7math.weebly.com/uploads/2/2/0/1/22019532/parts_of_an_expression.jpg

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? __________