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Lesson 2

This lesson plan aims to teach 8th grade math students how to use algebra tiles to compare and simplify algebraic expressions. Students will build expressions with tiles, write expressions algebraically, and justify their simplification steps. To assess learning, students will complete an exit slip comparing two expressions and justifying which is greater using correct terminology from the lesson. The lesson provides supports for diverse learners, allowing some students to focus on the visual tiles before writing expressions.

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125 views

Lesson 2

This lesson plan aims to teach 8th grade math students how to use algebra tiles to compare and simplify algebraic expressions. Students will build expressions with tiles, write expressions algebraically, and justify their simplification steps. To assess learning, students will complete an exit slip comparing two expressions and justifying which is greater using correct terminology from the lesson. The lesson provides supports for diverse learners, allowing some students to focus on the visual tiles before writing expressions.

Uploaded by

api-340287403
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson plan title: ​Using Algebra Tiles to Compare Subject​: Math ​Grade: ​8th

Expressions Lesson plan duration​: 45-60 minutes


Central Focus (lesson overview/overarching goal): ​(​what do you want student to take away from this lesson​)

Solving linear equations


Academic Language
● Language function: ​Simplify, Justify
● Key vocabulary, phrases and/or symbols: ​Algebraic Expression, Abbreviations for simplification
steps (
● Syntax and/or discourse (circle one):
Performance/learning objectives​: ​(SWBAT form) Assessment
Students will be able to build an expression using Exit Slip
Algebra Tiles.

Students will be able to write an algebraic


expression.

Students will be able to justify their simplification of


an expression.

Standards: ​(Common Core State Standards and/or State standards – Number and Text)

8.EE.7a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or
no solutions. Show which of these possibilities is the case by successively transforming the given equation
into simpler forms, until an equivalent equation of the form ​x ​= ​a​, ​a ​= ​a​, or ​a ​= ​b ​results (where ​a ​and ​b ​are
different numbers).

8.EE.7b. Solve linear equations with rational number coefficients, including equations whose solutions
require expanding expressions using the distributive property and collecting like terms.

Student & Instructor Supports: ​[handouts, presentation materials, and materials needed in class for you and the students​]

Expression Comparison Mat, Algebra Tiles, CPM Tiles


(​https://technology.cpm.org/general/tiles/?tiledata=bHAlgebra%20Tiles__Go%20to%20the%20%22%3F%2
2%20above%20for%20additional%20help!%20Then%20go%20to%20pages%208%20%26%209.__cXa2x_
_boy__a​), BenQ Board, CPM Core Connections Course 3 Textbook, Legal Moves Anchor Chart, Learning
Target Document

Instructional Strategies and Learning Tasks


What you will be doing What students will be doing Purpose Duration
Frontloading ​(Introducing topic)

On the BenQ Board, display the


Learning Target Document. 1 min
Instruct students to write down the Students will be writing down the For students to begin
Learning Target in the teamwork Learning Target in the teamwork section thinking about what they
section of their binder. of their binder. will be doing in the lesson.

Review “legal” moves from the


previous lesson. Refer to Legal To review the previous 2 min
Moves Anchor Chart while Students will share what “legal moves” lesson.
reviewing. they remember from the previous lesson.

Hand out Algebra Tiles and To obtain tools needed for 1 min
Expression Comparison Mats, one Students will distribute tiles and sheets the lesson.
set per pair of students.
evenly amongst their team.
Model how to use the “legal 3 min
moves” in problem 2-56 part a. To model simplifying and
Display the Expression In pairs, students, in pairs, will perform justification.
Comparison Mat on the BenQ each move along with the teacher on their
Board. Using the BenQ pen, write own Expression Comparison Mat using
an algebraic expression to Algebra Tiles.
represent each side of the
Expression Comparison Mat.
First, remove equal numbers of
opposite tiles in the same region
by circling the pairs. Then, make
note that one cannot remove any
equal number of tiles from both
the “-” and “+” regions in this
expression. Finally, flip the tiles
on the right side of the Expression
Comparison Mat to the “+”
region. Ask the class to identify
which side is greater.
Guiding Comprehension
(Facilitating student learning)

Instruct teams to continue to work Teams will work on problem 2-56 by


30 min
on problem 2-56. Tell teams that To practice simplifying and
writing expressions, simplifying
we will periodically pause justifying.
teamwork time and have pairs of expressions, and justifying their
students present their simplifications. Pairs of students will
simplifications on the BenQ Board present and justify their simplified
while justifying each move. expressions on the BenQ Board using the
Teams should justify their correct “legal moves” terminology.
responses using “legal moves”
terminology.
To gauge student
As teams work, circulate asking understanding.
the following questions:
● Which expression is
greater?
● Can you explain why that
expression is greater?
● Is there a more precise
way to say/justify that?

Consolidating Understanding
(Facilitating student retention)

Move teams onto problem 2-57a.


Teams will build and simplify the
expressions in 2-57a.
To prepare for discussion in 5 min
When most groups have Students will compare their simplified 2-57b.
simplified the expression in expression to the BenQ Board. Students
problem 2-57a, display the will read problem 2-57b and record their To begin thinking about
simplified Expression Comparison thoughts. Then, students will share the situations where variables 5 min
Mat on the BenQ Board. Using thoughts with their partner. Volunteers
the Think-Ink-Pair-Share strategy, are not eliminated.
will share their thoughts in discussion.
instruct students to move onto part
b. Students should read problem
2-57b, individually, and record
their thoughts. Then, students will
share their thoughts with their
partner. Have three volunteer
share outs. Teams may not be able
to firmly answer which expression
is greater.

Hand out exit slip for students to Students will complete the exit slip.
complete. Instruct Resource Resource Managers will collect and turn
Manager to collect exit slips and in exit slips. To assess learning 5 min
turn in to correct bin. objectives.
Assessment: (​ formative and/or summative)

How will students demonstrate higher order thinking skills in the application of their newly acquired knowledge/skills? How will
you know how your students came to their conclusions / answers?

Exit slip, presentations

Lesson Accommodations/Modifications to Support Diverse Student Needs:

Students who struggle with writing should focus on building the expressions using tiles. Writing the
expressions will come with time.
Name: _____________
Lesson 2.1.6 Exit Slip
Circle which side is greater and justify your answer below using
“legal” moves.

_____________________________
_____________________________
_____________________________

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