8th+Grade+Math+Day+2

[8th Grade] [8th Grade Assignment Sheets] Language Arts] Math] Science] Social Studies] Math Unit Plan] Day 1] [2] 3] 4] 5] 6] 7] 8] 9] 10]

Math Writing Algebraic Expressions 8th Grade
 * Subject **
 * Topic **
 * Grade Level **

Focus attention/motivation: 10 minutes Instructional input and modeling: 15 minutes Student engagement/practice: 15 minutes Closure: 5 minutes
 * Time Frame **

The overall goal of this lesson is for the students to learn to write algebraic expressions using different word phrases.
 * Overall Goal/ Purpose **

IL.8.A.3b Solve problems using linear expressions, equations and inequalities.
 * State Standards **

The students will be able to translate word phrases into mathematical expressions. The students will be able to take algebraic expressions and write word phrases.
 * Instructional Objectives **

· poster board · copies of the word phrase chart · smart board · blue, orange, yellow and red construction paper puzzle pieces · copies of directions for activity · computers
 * Materials **

**__ Focus Attention/Motivation: __** · Students will label a section in their math binders as journal. · The students will come in and begin writing in their journals responding to the question: o Why is math the universal language? · After I give the students 3-5 minutes to write down an answer the students will discuss why think it is the universal language. · I will then ask the students if any of them speak another language. o If someone students do I will ask them to translate words such as, Hello and Goodbye in their language. o I will then explain that in this lesson they will learn how to “translate” words into algebraic expressions and just because it is said differently doesn’t mean it means something different. · I will have the students open their books to page 8 so we could go over the phrases and expressions for the different math terms in the chart. o Addition § Plus § Add § Sum § More than § Increased by o Subtraction § Minus § Subtract § Difference § Less than § Decreased by o Multiplication § Times § Multiplies § Product o Division § Divided by § Divided into § Quotient · I will be pointing out that there are several different words for each operation and that the students need to know the different sayings. · I will demonstrate how to do this on the smart board by using these examples: o The product of 8 and N § 8N o 9 less than W § W-9 · I will show how to get the answers by going back to the chart to find words such as product so I could see that it is used for multiplication. · I will then put a few examples on the smart board for the students to translate from word phrases into mathematical expressions. I will put the expression on the board and on the white boards they have at their desks the students will have to write down their answer and hold them up. o N decreased by 11 § Answer: N – 11 o 1 more than the product of 12 and P § 1 + 12p · By having the students hold up the answer I can quickly check who understands and who does not. · Once this short review session is over I will give the students the directions for the group activity. o The students have to come up with a riddle, rap, or poem to help memorize the different word phrases for each operation. o Each word phrase that is used in the chart needs to be present in their creation. o There will be no time limit. o The students will then need to type it out on the back computers so I can make copies for everyone in the class. · I will have the students look under their desk to see what color puzzle piece they have. o They will not remove the puzzle piece for I will use the same grouping system for each class. o All the red puzzle pieces will be a group and work with the addition operation. All the blue puzzle pieces will be a group and work with subtraction. All the orange puzzle pieces will work with multiplication and all the yellow puzzle pieces will work with division. · I will supply them with poster board if they want to write it on a poster, markers and crayons. · I will also pass out a copy of the chart from the book to each student. · The students will have 15-20 minutes to complete their riddle or rap. · Before I have the students present their creation I will remind students of how to behave when another classmate is presenting something. · The students will then come to the front and present it to the class. · I will then make copies of the riddles for each student and pass them out the next day.
 * Procedures **
 * __ Instructional Input & Modeling: __**
 * __ Student Engagement/Practice: __**
 * __ Closure: __**

I will use their journal discussion as a pre-assessment to see if students understand that there can be two meanings of math terms just like in English. The formative assessment will be informal and take place when I observe the students answer the questions on their white board. The summative assessment will be their riddle/rap they came up with in their groups.
 * Assessment **


 * Word Phrase Riddle/Rap Rubric **
 * **Word Phrase Riddle/Rap Rubric ** ||
 * || **Acceptable **(2 pts) || **Unacceptable **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 7pt;">(1 pt) ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Participation ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">All students played a role in presenting their riddle or rap. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Only 1 or 2 people presented the riddle/rap to the class. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Word Phrases **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 7pt;">(1, 100%) || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">All the word phrases were used. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Some word phrases were missing. ||

Before I even begin the lesson I am already accommodating to the students in the classroom by making the groups. The students will not have to pick their groups which often can lead to students feeling left out.
 * <span style="color: #666666; font-family: 'Arial','sans-serif'; font-size: 12pt;">Accommodations **

I will accommodate to the __struggling student__ by giving him/her a different chart that is easier to read and/or putting him/her in a group that I know is not above his/her level so he/she can work together with others. I could also make these children a set of flash cards to bring home with the different word phrases and the operation symbol on the back so they could practice at home.

I will accommodate the __gifted child__ by giving them a puzzle with different word phrases on them. In order to solve the puzzle the students will have to complete the word phrases correctly and some may be tricky because they use the word, “not.