Stage 1 – Desired Results

Content Standard(s):

• Interpretation of expression structures
• Perseverance in problem-solving

Understandings:

Students will understand that…

• Mathematics is a language used to communicate findings and show intention clearly.
• When handling mathematics problems, some truths are required for problem-solving, whereas some rules are considered conventional.
• Various concepts and formulas are used in solving mathematical problems.
• Cumulative, associative, and distributive properties can simplify complex expressions for easier solving of mathematical problems.

Essential Questions:

• What are some of the formulas as well as concepts applicable when solving problems in mathematics?
• Which rules, as well as conventions, are required for algebra to work effectively?
• How do you solve algebraic expressions?

Student objectives (outcomes):

Students will know and be able to…

• Apply the cumulative property to the required expressions
• Apply the associative property when solving mathematical problems accurately.
• Apply the distributive property to solve different expressions
• Simplify an expression

Students will build relationships by…

• Collaborating with their peers in different areas to understand and solve problems
• Communicating transparently with their teachers and notifying them of those areas they struggle
• Actively engage in classroom affairs and specifically during the lesson.
• Adhering to all rules and regulations established by the teacher
• Maintaining utmost respect for teachers and students Daily Lesson Plan Template Guide
• Understanding By Design.

Stage 2 – Assessment Evidence

Performance Task(s):

“GRASPS”

G – the goal is to test the knowledge of students concerning algebraic formulas

R – the role is to solve an algebraic problem by applying the relevant formulas

S – to solve a series of algebraic expressions asked by the teacher and provide answers for each expression

P – the purpose is to solve the provided expression using appropriate formulas and explain the process to the teacher citing reasons for using the given formulas and how the student ended up with the given answer

S – Use the given algebraic properties to handle all algebraic expressions

• [Authentic, performance-based tasks that have students apply what they have learned and demonstrate their understanding.]
• [Designed at least at the application level or higher on Bloom’s Taxonomy through employing appropriate levels of rigor and relevance for your learners.]
• [Rubrics can be used to guide students in self-assessment of their performance.]

Self-Assessments

• Provision of algebraic expression assignment for students to solve
• Continuous assessment tests once in a while to monitor the progress of each student.
• Group work questions for students to solve in groups
• Reflection questions for students to write down what they have learned so far from the lesson
• Quizzes within the lesson
• The use of a summative assessment, a sitting examination to test the knowledge of the students to identify what they have learned in the unit

Other Evidence (assessments)

• The use of student surveys to identify and understand the opinions and experiences of students
• Self-evaluation questions

Stage 3 – Learning Plan

Learning Activities:

This is the core of your lesson plan and includes a listing describing briefly (usually in easy-to-follow bulleted or numbered form) what:

• the teacher will assess students’ prior knowledge of the big idea/essential question & outcomes.
• the students will do during the class to prepare them for the outcomes you expect of them
• the teacher will guide the learning – including formative assessments and allowing students time (ideally every 10-15 minutes) for information processing.

Purpose: Create learning experiences and instruction that promote student understanding through the WHERE process, as well as intentionally using Rigor, Relevance, and Relationship building in daily lesson plans

Teachers list daily lesson activities, materials needed, and process elements (WHERE, RRR) based on Desired Results and Assessment Evidence as outlined on page one of the Daily Lesson Plan Template and course Learning Plan for the current unit of study Daily Lesson Plan Template Guide

Understanding By Design.

Learning Activities:

“WHERE”

[The acronym were stands for where the student is headed from the beginning to the end of the unit; hook the student; explore the subject and equip the student; rethink work and ideas, and evaluate results.]

Acquisition of relevant knowledge concerning concepts and formula applicable in solving algebraic expressions

Hook – find value as well as interest in the learning of rules, laws, as well as conventions related to algebra and mathematics. Begin the unit by exploring the simple and common rules of the algebra. Inform students of any changes that might have taken place and how the changes have been applied differently.

Declare the next ten to fifteen minutes as student time. All mathematics concepts and rules will be suspended during this period. Students will be provided with a series of expressions to solve in a group of two or three. Any answer will be plausible during this period, which means no right or wrong answer will be accepted. The goals of this activity are to equip students with relevant mathematical concepts associated with the unit and to help them think critically as they strive to find answers. After the students are done, the next step will be discussing the answers and providing meaningful feedback.

Provide the students with a set of questions that will lead to the main discussion linked to the lesson. These questions will help students integrate the concepts already discussed within the lesson. Simple as well as complex problems will be provided to equip students with sufficient knowledge concerning algebraic expressions. Provide formulas and appropriate answers to the questions discussing them with the students to ensure they gain sufficient knowledge.

Provide assessment questions to the students to work on. This will help them rethink work and ideas learned in class.

Grade the work to evaluate the performance of students and identify their areas of weaknesses.

Day 1

Lesson Activities:

In-class exercises concerning algebra, such as Quantitative reasoning in linear equations, inequalities, and functions.

Direct instructions on concepts and formulas used in solving expressions

Reviewing the unit in preparation for an assessment

Provide students with a rubric showing what is expected of them

Use a reflective assessment as a pretest to identify the knowledge students have about the topic.

Materials Needed:

Classroom textbook

PowerPoint presentation

Classroom handouts

Feedback Strategies

Based on the article “Seven Keys to Effective Feedback” by Wiggins (2012) and the Secondary Response to Instruction and Intervention (RtII), how will you ensure you provide your learners with effective feedback throughout and after this lesson?

I will provide feedback by linking it to the goal. Every feedback is goal-oriented. This means a specific goal is usually developed and which a person is expected to attain. In a mathematics class, the goal is to ensure students understand the various concepts and formulas. They also need to recognize when to use the concepts and formulas. When addressing the students to provide them with feedback, I will ensure I demonstrate to them what was required for them in the first place. I will ensure that the feedback provided is tangible and transparent. When growing, children learn from tangible evidence, which helps them acquire gross and fine motor skills. There should be tangible results. In an algebra lesson, the tangible results will be the concepts and formulas and how they are applicable. While providing feedback, I will make sure students understand the tangible results expected from them by demonstrating and explaining to them transparently what they should have done in a given question to use the same information in a related question. I will make sure I provide my students with effective feedback by ensuring it is always actionable. Any given feedback must be specific. General feedback would not be helpful since it does not specify why the student is wrong.

Nevertheless, actionable feedback will always be specific, providing appropriate directions, and pointing the students to the right path. My feedback will always be user-friendly and timely. It is good to provide user-friendly feedback. The student will understand this feedback without struggling. I will always ensure my feedback is timely. Whenever I notice the student is behaving abnormally or has calculations wrong, I will provide feedback immediately where possible Daily Lesson Plan Template Guide

Understanding By Design . Feedback will be consistent. I will set aside a few minutes at the end of each lesson to point out some of the mistakes I have noticed. For each student, I will provide consistent feedback where the need is, including whenever the students perform well and meet the goals and objectives of the lesson.

[Briefly list (in bulleted or numbered form) the feedback strategies you would employ with this lesson. Consider itemizing your strategies based on the unique abilities and learning styles of the learners you work with.]

• Verbal feedback. This feedback will be provided to those students who learn through listening; audiovisual learning style.
• Written feedback. This will best suit students who learn through the visual learning style.
• Making the feedback actionable. This will point out the specific areas that need to be addressed or those addressed appropriately.
• Feedback through reflection. Setting aside some time at the end of the lesson for student reflection and provision of instructor feedback.