<p>Lesson Plan Course: Resource(s): Big Mathematical Idea/Concept: Learning Outcome(s) Indicators that will be met (Target) P6.2 Extend understanding of a. Model, and explain orally, the preservation of equality concretely, pictorially, preservation of equality for addition, physically, and symbolically. [C, CN, R] subtraction, multiplication, and division concretely (e.g., balances), pictorially, or physically. b. Create, and record symbolically, equivalent forms of an equation by applying the preservation of equality (of a single operation) and verify the results concretely or pictorially (e.g., 3b = 12 is the same as 3b + 5 = 12 + 5 or 2r = 7 is the same as 3(2r) = 3(7)) Learning Goal: Students will be able to: Model an equation on an equation mat and understand preservation of equality (algebra tiles)</p><p>Assessment: Formative (How will you check for understanding?) Summative: What will your assessment look like for this outcome? We will review yesterdays associative and commutative properties using expressions (matching activity) as preassessment Today: By observation, groups sharing on document camera Tomorrow use ipad cameras to photograph equations modeled on equation mat and upload into digital folders</p><p>Mathematical processes that will be Differentiation: this topic should come quite met/employed (CM,CN,ME,PS,T,R,V) easily to all students. We will review Communication, Representation, Reasoning, yesterdays associative and commutative Mental Math properties using expressions (matching activity) as preassessment, and can use counters to clear up any difficulties before moving on</p><p>Extensions/enrichment We have some extension problems planned (2 step equations) Technology Required?Document camera Teaching materials: Handouts, manipulatives? Handout Equation Mat Paper/pencil Algebra Tiles Text book </p><p>1 Lesson Outline: Prerequisite Knowledge: Understood or requires review (preassessment)? Advance planner? I Can: Model, explain, and represent the preservation of equality using algebra tiles</p><p>Motivational Set: matching Activity as preassessment, and explaining that the matching cards are “expressions” but we will be working with “equations” ---scale</p><p>Development (including examples) (attach lesson notes if necessary. Consider student interaction before, during, and after) Time? 10 Minutes: Matching activity, and categorizing. Give vocabulary connection for “associative, commutative” Enrichment: Ask question: Is subtraction associative? Commutative? Division? Use think-pair-share. Model associative property of addition and reinforce that we always simplify inside brackets first 10 Min: Explain “equation”, explain scale/teeter totter Introduce algebra tiles One person from each pair picks up package of algebra tiles and equation mat 15 min: Create simple equations using numbers only, then introduce variable. Connect to “box” from primary school Define “ isolate variable”. Introduce the “x” tile Model and explain preservation of equality, using smartboard 20 minutes: Have students work through modeling the equations on the handout. The last three are enrichment (two step problems). The last one has a subtraction term</p><p>Formative assessment: use a fist to five to assess understanding</p><p>Exit slip: Draw tiles to model an equation. If possible, solve the equation</p><p>Actions: (Model, group, pair, individual guided practice. Opportunities to respond?) See above</p><p>2 Summary: (exit slip? )</p><p>Formative assessment: use a fist to five to assess understanding Exit slip: Draw tiles to model an equation. If possible, solve the equation</p><p>Assignment/homework Text page 39 #12</p><p>Reflection? </p><p>Notes:</p><p>Planning Guide: Consider:  Lesson goals  Lesson plan an design  Students’ relevant prior knowledge.  Relationship between the nature of the task and the activity on one hand and the lesson goals on the other hand.  Strategies for students to make public their thinking an dunderstanding.  Evidence of students’ understanding and learning  Students’ difficulties, confusions and misconceptions  Ways to encourage collaboration in an atmosphere of mutual respect  Strategies to foster relevant student discussion</p><p>3</p>