Lesson Plan for Algebraic Concepts in Mathematics
Assessment Description
Because lessons do not stop when a student leaves the classroom, purposeful collaboration with other teachers, staff, and families can help reinforce and expand the student’s knowledge and skills. Whenever possible, teachers should try to engage families in ways that encourage them to have their child practice the math skills at home. Having both the teacher and parents/guardians on the same page helps to support the student.
Read the case study to inform the assignment.
Case Study: Fiona
Grade: 9th
Age: 14
It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her being pulled out for resource at this time.
The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona:
Simplify addition, subtraction, multiplication, and division equations [e.g., (2x + 6) + (4x + 7) = 6x + 13].
Solve expressions with variables (e.g., 3x = -24).
Write and solve the algebraic equation in a real-life word problem.
Part 1: Strategies
As the special education teacher, select two researched-based instructional strategies that could be used to help Fiona meet her identified goals.
Instructional strategies should include:
Explicitly teaching related vocabulary
The use of the concrete-representational-abstract strategies
Graphic organizers
Mnemonic devices
The use of assistive technology
In 250-500 words, summarize the recommended instructional strategies, rationalizing their appropriateness for Fiona’s goals and ability to help motivate Fiona to meet her goals. Include specific tips for implementation.
Part 2: 3 Day Unit Plan
Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan Template.”
Your unit plan must include:
Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible.
Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student.
Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.
Part 3: Home Connection
In 250-500 words, explain how you plan to involve Fiona’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.
While APA format is not required for the body of this assignment, sold academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Support your choices in Parts 1 and 3 with 1-2 scholarly resources.
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd in Special Education ITL/NITL
MEd in Special Education (Nevada)
3.1: Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas taught, organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with disabilities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3, ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); GCU Mission Critical1, GCU Mission Critical 2, GCU Mission Critical 4]
3.2: Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with disabilities. [CEC 3.2, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]
3.3: Modify general and specialized curricula to make them accessible to individuals with disabilities. [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 1(a); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4, GCU Mission Critical 5]
5.6: Teach to mastery and promote generalization of learning. [CEC 5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); MC1, MC2, MC4]
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level: 9th Grade
Unit/Subject: Algebraic Concepts in Mathematics
Title of Unit and Brief Summary: Mastery of Algebra for Real-World Applications
Fiona will delve into the world of algebra, with a personalized focus on simplifying equations, solving expressions that include variables, and the real-world application of algebraic equations. The primary goal of this unit is to strengthen Fiona's problem-solving abilities and provide her with the skills needed to utilize algebra in practical, everyday scenarios effectively.
Classroom and Student Factors/Grouping: The central character, Fiona, is a special education student facing challenges in reading comprehension, necessitating differentiated instruction and the integration of assistive technologies. Fiona has active parents who are actively engaged and supportive of her education, presenting an opportunity to extend learning beyond the classroom.
Day 1
Day 2
Day 3
National/State
Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Common Core State Standards for Mathematics (CCSS-M) - Grade 9
CCSS.MATH.CONTENT.8.EE.C.7: Proficiently address linear equations in a single variable.
CCSS.MATH.CONTENT.8.EE.C.7.A: Provide instances of linear equations in one variable, showcasing scenarios with singular solutions, countless solutions, or no solutions.
Common Core State Standards for Mathematics (CCSS-M) - Grade 9
CCSS.MATH.CONTENT.8.EE.C.7: Demonstrate the ability to resolve single-variable linear equations.
CCSS.MATH.CONTENT.8.EE.C.7.B: Successfully address linear equations with coefficients as rational numbers, which may necessitate the expansion of expressions through the distributive property and the consolidation of similar terms in order to find solutions.
CCSS.MATH.CONTENT.8.EE.C.7.B: Skillfully tackle linear equations featuring rational number coefficients, encompassing equations demanding the expansion of expressions through the distributive property and the consolidation of similar terms to determine solutions.
CCSS.MATH.CONTENT.8.EE.C.7.B: Successfully address linear equations with coefficients as rational numbers, which may necessitate the expansion of expressions through the distributive property and the consolidation of similar terms in order to find solutions.
Specific Learning
Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.
* Students will grasp the concept of mnemonic devices and recognize their value in aiding the retention of algebraic problem-solving procedures.
* Students will put into practice the "Mr. Division" mnemonic device, ensuring accurate solutions to equations that incorporate division operations.
* Students will comprehend the purpose and function of mnemonic devices in aiding memory retention for algebraic problem-solving procedures.
* Students will proficiently utilize the mnemonic device "Mr. Division" to correctly and systematically solve equations that include division operations.
* Students will acquire competence in solving equations with variables by utilizing mnemonic aids, enhancing their proficiency in algebraic problem-solving.
* Students will demonstrate their ability to effectively employ mnemonic aids when solving equations with variables, enhancing their problem-solving skills in algebra.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
General Academic Vocabulary
Equation, variable, coefficient, term, simplify, combine, like terms, algebraic expression, manipulatives, representation, abstract.
Content-Specific Vocabulary
Linear equation, one variable, solution, distributive property.
General Academic Vocabulary
Mnemonic device, strategy, problem-solving, step-by-step, division, memory aid, recall
Content-Specific Vocabulary
Algebraic equation, variable, solution, reciprocal, divisor
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Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
* Algebra manipulatives, e.g., tiles
* Visual representations of algebra manipulatives
* Interactive whiteboard and markers for collaborative group discussions
* Practice equations for solving
* Worksheet or the interactive tool for practicing mnemonic device
* Visual aids for mnemonic devices
* Real-life word problem scenarios
* Equation-solving app or calculator with step-by-step solutions (assistive technology)
* Paper and pencils for solving and writing explanations
Depth of Knowledge
Lesson Questions
What questions can be posed throughout the lesson
to assess all levels of student understanding?
* Level 1: Recall
* Level 2: Skill/Concepts
* Level 3: Strategic Thinking
* Level 4: Extended Thinking
Depth of Knowledge Level 1 (Recall)
* Define a variable.
* What is the primary objective of simplifying equations?
Depth of Knowledge Level 2 (Skill/Concepts)
* Determine like terms within an equation, for example, in (4x + 5x).
* Explain the process of combining like terms to streamline an expression.
Depth of Knowledge Level 3 (Strategic Thinking)
* Elaborate on the significance of consolidating similar terms during algebraic simplification.
* Describe the steps you would take to assist a peer in simplifying a more intricate equation.
Depth of Knowledge Level 4 (Extended Thinking)
* Can you identify practical scenarios where simplifying algebraic equations would have practical applications?
* How would you formulate a series of equations involving distinct variables that all lead to the same simplified expression?
Depth of Knowledge Level 1 (Recall)
* Define what a mnemonic device is.
* Explain the meaning of the mnemonic device "Mr. Division."
Depth of Knowledge Level 2 (Skill/Concepts 2)
* Apply the "Mr. Division" mnemonic device to solve the equation 3x = -27.
* Describe how the mnemonic device aids in recollecting the procedures for addressing equations that involve division.
Depth of Knowledge Level 3 (Strategic Thinking)
* How would you adapt the mnemonic "Mr. Division" to aid in recalling the steps for multiplication equations?
* Can you examine the similarities and differences between mnemonic devices and alternative problem-solving approaches you've acquired?
Depth of Knowledge Level 4 (Extended Thinking)
* Could you design a personalized mnemonic device for tackling equations that entail addition and subtraction?
* What strategies would you employ to instruct another person in the procedures for solving equations using your mnemonic device?
Depth of Knowledge Level 1 (Recall)
* What are the key elements to identify in a word problem to construct an algebraic equation?
* How does context contribute to the resolution of practical algebraic issues?
Depth of Knowledge Level 2 (Skill/Concepts)
* Can you express the scenario of purchasing movie tickets as an algebraic equation?
* In what ways can you symbolize the provided distances and rates in a real-world problem using variables and equations?
Depth of Knowledge Level 3 (Strategic Thinking)
* How would you approach a word problem necessitating the use of multiple equations for resolution?
* Can you analyze and provide constructive feedback on a peer's solution to a real-life problem, offering an alternative approach?
Depth of Knowledge Level 4 (Extended Thinking)
* Can you devise an original set of practical word problems that demand the utilization of algebraic equations for resolution?
* How would you elucidate the connection between algebraic solutions and their real-world implications to someone who lacks familiarity with algebra?
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students' prior knowledge be activated, as well as gain student interest in the upcoming content?
Begin by presenting an image of an incomplete puzzle, sparking curiosity as you inquire whether any students have experience solving puzzles. Draw parallels between solving algebraic equations and completing puzzles, emphasizing that equations are akin to intricate puzzles waiting to be unraveled. Encourage students to share their knowledge or thoughts about algebraic equations, fostering a collaborative and interactive learning environment.
Commence by inquiring whether students have ever employed memory-enhancing techniques or clever strategies to remember critical information. Kindle their curiosity by mentioning that today, they will be introduced to a remarkable "magic word" that holds the power to simplify the process of solving algebraic equations. Keep the suspense alive by not unveiling the mnemonic device just yet.
Introducing a familiar real-life scenario like organizing a party or embarking on a road trip. Engage the students in a conversation about how mathematics plays an integral role in their daily lives, even in seemingly unrelated situations like these. Encourage them to reflect on instances where they've encountered the need to solve for unknown quantities, whether it's calculating expenses for an event or estimating distances for a journey. This relatable context sets the stage for a deeper exploration of algebraic problem-solving and its practical significance in various aspects of life.
Presentation of Content
Multiple Means of
Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Different Learning Styles
Visual Learners
Utilize visual aids such as diagrams, charts, and color-coded illustrations to illustrate the procedure of combining like terms and simplifying equations, catering to their preference for visual information.
Auditory Learners
Reinforce concepts verbally by delivering clear explanations and facilitating classroom discussions, accommodating their learning style that thrives on auditory input.
Kinesthetic Learners
Engage kinesthetic learners through hands-on activities featuring algebra tiles, enabling them to physically interact with the tiles and gain a tactile understanding of the simplification process.
Textual Learners
Support textual learners by providing written instructions, examples, and equations on the board or in handouts, allowing them to read and comprehensively grasp the steps involved in the learning process.
Multiple Means of
Representation
Differentiation
Explain how materials will be differentiated for ea...