KUTZTOWN UNIVERSITY LESSON PLAN FORMAT

(adjusted for classroom practice)

Teacher Candidate: Sydney Murray Date: 2/7/2024

Cooperating Teacher: _____________________ Coop. Initials: ________________
Group Size: 20, 25 Allotted Time: 60 min Grade Level: 7th Grade
Subject or Topic: Math - Fractions Section: _____________________

STANDARDS:
Standard - CC.2.2.7.B.1
Apply properties of operations to generate equivalent expressions.

Standard - CC.2.2.7.B.3

Model and solve real-world and mathematical problems by using and connecting
numerical, algebraic, and/or graphical representations.

Learning Objectives
SWBAT
● Combine like terms and translate expressions and equations accurately and correctly.
Assessment
Formative
Teacher observation will be used to assess the level of individual student mastery of translating
algebraic expressions.
Collection of the combine like term worksheet will be used to assess the level of individual
student mastery of the ability to combine like terms.
Summative
A unit test will be used to assess the level of individual student mastery of translating algebraic
expressions.

Instructional Materials
teacher
● Guided notes on translating expressions
● Homework sheets (eggspression sheet)
● Combine like terms worksheet
● Combine like terms answer key (should spell out YOU ARE RIGHT)
● Translating millionaire game http://www.math-play.com/Algebraic-Expressions-
Millionaire/algebraic-expressions-millionaire-game_html5.html
● Pixel art
● Factile jeopardy https://www.playfactile.com/playsae

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 ● 4x4 puzzle
https://drive.google.com/file/d/1BorD1mU09E3pfNopXscQxO9aArqn78mZ/view

students
● Computers - Daily Math Agenda
● Writing utensils
● Math binders

Content
● Combining like terms.
● Translating algebraic expressions.
● Completing activities on translating expressions and combining like terms.

Implementation
Introduction
● Have students grab papers from the front of the classroom as they enter.
● Instruct students to complete the daily check-in on their computers.
○ Go over check-in.
Development
● Tell students to work on the combining like terms worksheet independently as their
review.
● For early finishers of the combining like terms worksheet, play the translating millionaire
game or Pixel Art online.
● Put guided notes on translating expressions up on the board.
● Go over guided notes, students fill in notes.
○ Scaffolded learning. Group examples and then students try individually.
○ Teacher observation
● Instruct students to complete the factile jeopardy or 4x4 puzzle with groups.
● Start “Eggspressions” homework.

Closure
● Go over examples from the activities and homework.
○ Ask students if they need clarification on anything and go over where common
mistakes were made.
● Remind students of their homework that night and to turn in any work they already
finished.

Differentiation
● Group, independent, and collaborative work.
● Scaffolding.
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 ● Students can choose which activity they would like to work on.

Accommodations
(Block 4)
● CW (LS): check in on student’s work and performance
● JF (Autism): autistic support teacher in class
(Block 5)
● CB, IM, AK, LS, CM, LD, NN (Gifted): provide more challenging problems, group
students with other students of the same level, extension of content
● JB (LS): autistic support teacher in class

Reflection
student success

teacher effectiveness
● How would I change the instruction to better accommodate my learners?

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