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Name: Sue Gonyou
Title: Teacher Content Area: MathGrade: 6th Duration: 71 minutesStandards and Evidence Outcomes:
6.EE.5 Reason about and solve one-variable equations and inequalities: Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.Objectives:
To solve problems cooperatively using algebraic thinking
To develop key vocabulary
To utilize substitution to validate solution
To increase complexity as problems are solvedResources, Materials, and
Key Vocabulary:
Getting It Together, Lesson Number Shapes
Balance or Tilt? Elementary CORE Academy 2005
Vocabulary: Variable, expression, equation, substitution, coefficientDifferentiation
(Adaptive and/or Extension Activities):
Since the card sets escalate in difficulty, more adept groups will be able to advance at their own pace and those that require more assistance will receive additional support from me.Preparing Students for the Lesson:
Transitions
Expected Behaviors
Prior to the lesson, the students will participate is a similar format of cooperative lab in which the content is less complex to ensure the process is not a challenging component. The students will examine the key vocabulary to clarify what each term means. The students will also set up their note-taking activities in their journal so that time during the lesson does not need to be used in conjunction with instruction.Teaching the Lesson (Lesson Sequence/
Activities):
Motivation/
Anticipatory Set
Pre-Assessment/
Activating
Background
Knowledge
Teacher Input, Modeling, & Checking for Understanding
Guided Practice
Independent Practice
Closure
Anticipatory set: Students will be given an example of a problem in which symbols are used. They will complete a solution and validate it via substitution. Students will discuss why each group selected an appropriate but different solution.
Activating background knowledge: Clarity will be solicited on the meaning of the key vocabulary (Variable, expression, equation, substitution, coefficient) and a review of the cooperative format for problem solving, using Getting It Together.
Teacher Input: Students will be provided with a solution set for all levels on problem solving (1-10). Manipulative will be provided for assistance in this process and students will need to validate their solutions, using substitution.
Modeling: Using one group, the process will be simulated so that all understand their role in problem solving. Clarifying questions will be requested.
Checking for understanding/Guided practice: As the students work, the teacher will rotate around the room, clarifying procedure and validating correct solutions.
Independent practice: When students have completed the four cooperative problem solving levels, they can work on their Balance or Tilt activity (which is their homework). If students finish that also, they will be able to create a set of four cards, using symbols like the Getting It Together activities for bonus credit.
Closure: Students will respond, in discussion, their journal recordings which solicited the question, What did you learn about solving equations with this set of equations? Assessment
Formative and/or Summative
Must align with stated objectives
This type of activity allows for many periodic checks. As groups solve each equation set, they need to validate their solution based on substitution. Eventually, as the unit advances, students will solve real life problems with letter variables and numbers.Notes & Reflections:
I am hoping that as the students actually solve real life problems with letter variables and numbers, the foundational perceptions assist them in the process and makes the topic more comprehensible.
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