8th+Grade+Math+Day+1

[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 Variables & 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 to learn how to evaluate algebraic expressions.
 * Overall Goal/ Purpose **

IL.8.A Describe numerical relationships using variables and patterns. IL.8.D.3a Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities. Instructional Objectives ** The students will be able to write and evaluate variables and expressions. Materials ** · deck of cards · puzzle pieces cut out from poster board or construction paper · name tags · copies of vocab web · copies of problems for the groups of 3 · smart board
 * State Standards **
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** Focus Attention/Motivation: ** ■ Students will have a puzzle piece on their desk with a name tag when they first enter. ■ I will explain to the students that on the puzzle piece they need to write something they hope to gain from being in my math class. o Each math class will write on a puzzle piece. ■ The students will then put the puzzle pieces together on a bulletin board after sharing a few of their goals for the year. ■ As a class we will then discuss expectations for the year, routines, and create rules. ■ Then we will jump right into math. I will ask the students what they believe the words variable and constant mean when I say the sentence: o “The air temperature in the desert was quite variable yesterday; it was cold overnight and warm during the day. The temperature at the equator was constant for 24 hours.” § I will explain to the students that these words have the same meaning in mathematics. § A constant is a value that does not change, such as the number 5, and a variable is a symbol for a quantity that is not fixed, such as X.
 * Procedures **

■ Before we begin working the equations I will have the students label a section in their binder for vocab. o Each class the students will do a different organizer or activity to put the vocab in this section. <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 12pt;">■ Today the students will create a web with the words, “Variable and Expressions” in the middle bubble (attached). o The words that will extend from this main bubble will be: § Variable § Coefficient § Algebraic expression § Constant § Evaluate § Substitute <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 12pt;">■ Once all of the words are correctly entered and are discussed with examples I will explain to the students: o To evaluate an algebraic expression, you must replace variables with given numbers and then evaluate the resulting expression by using the order of operations. <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 12pt;">■ I will then take a volunteer to explain the order of operations. o Parentheses o Exponents o Multiplication o Division o Addition o Subtraction <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 12pt;">■ I will then do a few examples on the smart board: o X + 6 and X = 13 § Replace the X with 13 o 2a + 3 and A=4 § Replace A with 4 and solve for the answer o 2y + 1x and Y =4 and X =5 § Replace both numbers with the Y and X number <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 12pt;">■ After a few examples I will remind students that when there is a coefficient in front of a variable, you need to multiply. That means when you substitute the variable with a value they need to insert parentheses. o Example: § 3x + 4 should be written 3 (5) + 4 if X=5 <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 12pt;">■ I will then write a few examples on the smart board and the students will come to the board and complete the problem. <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 12pt;">■ Once students have practiced together I will split them up into groups of 3 and give each group a worksheet that has different problems and a deck of cards. <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 12pt;">■ The group will use a deck of cards and for each card they pull that will be the value for the variable. o For example: § If the first equation reads: 3X+2 =? § The students will pick a card from the deck and if they pick a 5 then X = 5 and so forth. · All of the face cards will be taken out prior to the lesson. o Some of the problems will have more than one variable which will mean they will have to pull more than 1 card for each variable. <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 12pt;">■ The worksheet will be collected at the end of the class period.
 * Instructional Input & Modeling: **
 * Student Engagement/Practice: **

· I will bring the class back as a group and ask the students to decide which of the following is a constant and which is a variable” · Your age (variable) · The year in which you were born (constant) o I will then have the students suggest additional examples of variables and constants. · I will then end the class by explaining to the students their homework. · Their homework will be to write a page autobiography of their math experiences. Their dislikes, their likes, and the goals for their math education for the year. (They will have 2 nights to complete this assignment) · The students will read them aloud on Wednesday. o This will give me a sense of their writing abilities, their likes & dislikes in math, their strengths & weaknesses in math, and how they speak in front of the class.
 * Closure: **

I will be using 3 different assessments in this lesson. I will use the brainstorming as my pre-assessment in the beginning of the lesson to see where the students are at. I will use observations and examples on the smart board to see where students are at during the lesson, my formative assessment. My summative assessment will be when the students work in groups to write and evaluate their own algebraic expressions.
 * <span style="color: #666666; font-family: 'Arial','sans-serif'; font-size: 12pt;">Assessment **

sentences and correct spelling. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Student use complete sentences but had 1-3 spelling errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Student used incomplete sentences and had 4+ spelling errors. ||
 * <span style="color: #666666; font-family: 'Arial','sans-serif'; font-size: 12pt;">Math Autobiography **
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 7.5pt;">Math Autobiography ** ||
 * || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Conventions ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Students used complete
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Elements Addressed ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">All 6 elements were addressed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">4 - 6 elements were adressed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">1 - 3 elements were addressed. ||

The __struggling students__ will be grouped with me at the back table. I will have the students fold their paper into 3 columns. Each column will be a different expression such as; X = 3, 3X-1, and X +5. I will have each student evaluate the expressions in column A and write down in the column what the expression or variable means. Then the students will discuss how all 3 of those expressions work together to get the answer to the problem.
 * <span style="color: #666666; font-family: 'Arial','sans-serif'; font-size: 12pt;">Accommodations **

The __gifted students__ will be given the option to create a poster for the classroom describing the directions to evaluating an algebraic expression. The poster will be presented to the class and hung up on the wall.