8th+Grade+Math+Day+6

[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 Combining like Terms  8
 * Subject **
 * Topic **
 * Grade Level **

Focus Attention/Motivation: 10 Minutes Instructional Input & Modeling: 15 Minutes Student Engagement/Practice: 15 Minutes Closure: 5 Minutes
 * Time Frame **

To combine like terms in an expression.
 * Overall Goal/ Purpose **

IL.8 GOAL: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results. IL.8.D STANDARD: Use algebraic concepts and procedures to represent and solve problems. IL.8.D.3a Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities. Instructional Objectives ** The students will combine like terms in a given expression.
 * State Standards **
 * 

· Cut out shapes, apples, and oranges · Elmo · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Worksheets
 * <span style="color: #666666; font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials **

**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Focus Attention/Motivation: ** · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Ask students if they have ever heard the phrase, "You are trying to compare apples and oranges." Have them tell you what they think it means. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Give every other student a cut out of an apple or orange. Have them get into groups of mixed up apples and oranges. Ask the students to compare themselves to the other groups. Explain the differences between the apples and oranges. Students will see that every group is different because apples and oranges are different.
 * <span style="color: #666666; font-family: 'Times New Roman','serif'; font-size: 12pt;">Procedures **

· <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will begin the lesson by introducing the vocabulary words using the smart board. The students will follow along and put these new words in their vocabulary binders along with the definition. They will also mark the symbol if necessary. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will have this problem on the elmo: Ray and Katrina are wandering through the wildlife preserve. They observe and count a total of 15 wild turkeys and deer and a total of 46 legs. How many of each animal did they see? (answer is 7 turkeys, 8 deer). Allow students to work on this problem for a few minutes by themselves, then in small groups. Discuss how they figured out the answer. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Show students that they may use one of the following methods to be sure they have included all terms: color-coded underlining, drawing circles, squares, or triangles, and lightly crossing out terms. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will have different shapes on the board with variable lengths. I will explain to students that all constants are like terms and that terms with variables are like terms only in they have the same variable raised to the same power.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Instructional Input & Modeling: **

· <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will solve the perimeter problems of the shapes on the board. Students will then share with the class the answers they came up with. If there are any differing answers the student will explain how they derived the answer and see if there was a mistake. · Review the distributive property briefly. · On the elmo will be the problem: 2 + 8 ( 3 y + 5 ) - y. Students will get into small groups and answer these questions: · Simplify the expression. · Tell how many sets of like terms are in the expression. · What are they? · Explain why 8 x + y + 8 is already simplified. For those students who finish early, I will have a practice problem sheet they will start in class and all will complete for homework.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Student Engagement/Practice: **

**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Closure: ** · Remind students that simplifying like terms is another important step in simplifying expressions and solving equations. · Students will have to write a piece of paper what combining like terms means to them and their way out.

introduction. Students will also have a homework worksheet that will allow me to see if they truly understand the concept. ||
 * Assessment **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> I will be able to observe if students are grasping the concept of like terms during the apples and oranges

Provide students with cut-out shapes like the following: Squares labeled with x's, circles labeled with y's, and triangles with 1's. Use the same shapes but different colors for subtractive expressions (ex. minus "x"). Have students use the cut outs to simplify expressions, such as 2 x - 1 + 3 y + 5 + 4 x. Remind students that a pair of cut- outs having the same shape but different color equal zero. This gives student’s concrete manipulative to work with.
 * Accommodations **