Renee Jagodzinski								
Lesson Plan for Mon 3/12

Title:  “Descriptive Words”

Grade Level:  9th

Materials:  Pen and pencils, posterboard paper, markers, Descriptive Words Worksheet, chalkboard, graphic organizer 

Lesson Overview:  Students will have to convert written expressions into symbolic form and vice versa, convert sentences in symbolic form into written expressions.  Students will be taking notes, while working through the worksheet in groups and with the teacher.

Lesson Objectives:  Students will be able to:
·	Construct symbolic forms of sentences from written expressions and vice versa 
·	Analyze the difference and similarities between the symbolic sentences and the written expressions 

NYS Standards:  Key Idea 4A – Represent problem situations symbolically by using algebraic expressions, sequences, tree diagrams, geometric figures, and graphs. 

Anticipatory Set:  First, get students into groups of 3 or 4.  Once they are in groups, give each group a posterboard paper and stick it on the walls.  This way students will be able to interact with each other along and allow them to be active in the classroom instead of doing the usual, which is getting into groups and doing a worksheet together.  Each posterboard paper will have descriptive words on it and the symbols to the descriptive words(anticipatory sheet).  They will have to determine which words match to the symbols.  

Time:  Around 5-10 minutes

Developmental Activity:
1.)	 We will evaluate together as a class how each group did with the posterboard activity.  Ask explanations from each group to explain what they did and what they thought of when matching the words to symbols.  Go over any misunderstandings they had with the activity or any questions that were created.  When looking at the “a number twice another number”, explain to them that this also works with triple and quadruple.  Afterwards, pass out the graphic organizers that pretty much organize everything they accomplished on the posterboard activity.
2.)	 Pass out the “Descriptive Words” worksheet to each student.  Do a couple of problems from each section of the worksheet together with the students.  See if they are able to talk you through some of the problems while you write down what they say on the board for a particular problem.  Have them give explanations for their decisions and make sure that the rest of the class have understood and concluded that the answers they constucted are correct.
3.)	After doing a couple of problems with them from each section of the worksheet, allow the students to do some problems on their own.  They can either work independently or partners.  Monitor them as they are completing the worksheet by walking around the classroom and address any questions or concerns they may have about the problems.  Recommend things when needed or even give them hints when they get stuck on a problem.  Have them stop at the problems that say “Assessment”.  For problem 1e, no unkown was given and this was because I’m trying to have them solve an equation, I just want them to get used to expressing equations in different forms.
4.)	Once they are finished completing the worksheet, go over the problems with them.  Have each problem on the board and go around the classroom to each student to explain and justify their answers to the problems.  Write the steps and processes they took to evaluate each problem under the specific problem on the board.  Then, allow the rest of the class to judge whether or not the answer is correct and to explain their decisions.  This way, each student will be able to participate in answering a question and the whole classroom will be actively engaged in the lesson.

Time:  35 minutes

Closure:  Summarized the class up by asking the students questions that they should’ve learned about today.  For example, some questions may be “What is the purpose of learning how to write different situations in symbolic form and doing vice versa?”, “What are the names of some symbols that you know after doing the worksheets today?”, etc.  Homework will also be given to problems that are similar to the ones we went over in class.  Explain to them the reason for learning these concepts and how they are important in learning more complex concepts that are related to these simply concepts.  This homework will be graded and if they have any problems that were challenging or any questions, go over them when you hand back the homework.

Time: 5 minutes
 
Assessment:  At the end of the class, write the last three problems(assessment) on the worksheet on the board.  Explain to them to make sure they justify their answers by showing all their work to the problems and an explanation to each answer of the problems.  This will not be graded, but write comments and recommend things they should consider.  Homework will also be given to problems that are similar to the ones we went over in class.  Explain to them the reason for learning these concepts and how they are important in learning more complex concepts that are related to these simply concepts.  This homework will be graded and if they have any problems that were challenging or any questions, go over them when you hand back the homework.

Time:  5-10 minutes

Name:
Date:
Anticipatory Sheet

Product									+

Greater than									=								

Difference									x

A number twice another number						<

Equal to									_

Sum										>						
Less than									≤

Quotient									2x

Greater than or equal to							≠

Less than or equal to								    ≥

Not Equal to									/ or ÷ Graphic Organizer – Descriptive Words
(Answer Key to Anticipatory Set)

Descriptive Words					Symbols
Product
	X	
Greater than
	>	
Difference
	-	
A number twice another number
	2x	
Equal to
	=	
Sum
	+	
Less than
	<	
Quotient

	/ or ÷	
Greater than or Equal To

	≥	
Less Than or Equal To

	≤	
Not Equal To

	≠	

Name:
Date:
Descriptive Words

1.)	 Write the following sentences in symbolic form:
a.)	The product of an unknown and 4 is less than 1.

b.)	 The difference between an unknown and 1 is greater than twice the unknown.

c.)	 The sum of triple the unknown and 1 is equal to 7.

d.)	 The quotient of twice the unknown and 2 is greater than or equal to the product of 1 and the unknown.

e.)	 The sum of 2 and the quotient of 6 and 2 is not equal to 4.

f.)	 Twice the sum of a number and 3 is equal to 12.

g.)	 Jordan is 5 years older than his sister Meagan.  If Meagan’s age is represented by x and their age’s combined is 15, what is the expression the represents Jordan and Meagan’s age?

2.)	 Constuct the following symbolic froms into written expressions:
a.)	 3x = 85

b.)	x + 5 > 10

c.)	 2x - 7 = 3 + x 

d.)	 3 * 3x  = 9 - 2x

e.)	 2x * (1/2) < 10 * (1/2)

f.)	 Create your own word problem, like the Jordan problem above, involving the following symbolic form:  x + 2x = 20

Assessment Problems:
1.)	Write the following expression in symbolic form:  
Twice an unknown number that is increased by 4 is greater than or equal to triple the sum of the unknown and 3.

2.)	 Write the following symbolic form into a written expression:
2(3 – 3x) > 12

3.)	 If Lisa is twice Doug’s age and Doug’s age is three more than Ebony’s age, what expression represents Lisa’s age?

Answer Key to Descriptive Words Worksheet
Remember that you want them to be specific, so don’t allow any other answers than the ones below for Part 1.  Part 2 answers should be the same or very similar to the students answers.

1.)	a.   x *2 < 1, not 2x < 1 because we are trying to get them used to expressions and this may confuse them.  
b.  x – 1 > 2x
c.  3x + 1 = 7
d.  2x / 2 = 1 * x
e.  2 + 6 / 2 ≠ 4
f.  2(x + 3) = 12
g.  (5 + x) + x = 15

2.)	 a.  Triple the unknown is equal to 85
b.  The sum of a number and 5 is greater than 10
c.  The difference of twice a number and 7 is less than or equal to the sum of 3 and a number.
d.  The product of 3 and triple the unknown is equal to the difference of 9 and twice the unknown.
e.  The product of twice the unknown and quotient of 1 and 2 is less than the product of 10 and quotient of 1 and 2.
f.  Students creation

       Assessment Problems:
1.	 2x + 4 = 3(x + 3)
2.	Twice the difference of 3 and triple a number is greater than 12
3.	L = 2D
D = 3 + E
So, L = 2 ( 3 + E)