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Math Lesson Dec 1

1) The math lesson covers patterns and relations, specifically how to use scales to balance equations. 2) Students will learn about scales, variables, expressions, and inequalities as they work to determine pattern rules and demonstrate the preservation of equality concretely and pictorially. 3) The lesson begins with a review of variables and expressions, introduces scales and their use in balancing equations, and has students work through examples independently and in pairs.

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119 views

Math Lesson Dec 1

1) The math lesson covers patterns and relations, specifically how to use scales to balance equations. 2) Students will learn about scales, variables, expressions, and inequalities as they work to determine pattern rules and demonstrate the preservation of equality concretely and pictorially. 3) The lesson begins with a review of variables and expressions, introduces scales and their use in balancing equations, and has students work through examples independently and in pairs.

Uploaded by

api-528612930
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Math Lesson

Component One: Organizational Information


Teacher Name(s)
Miss. S Grade Level(s) 5/6
PATTERNS AND
Math Unit(s) / Topic(s) /
Subject Area(s) RELATIONS
Strand (s)

9:00-10:10am Position of Lesson


Start/Stop Times + Lesson 5 of 10
December 1st 2020 within Sequence:
Overarching Question(s)
1. How to use scales to balance equations?

Component Two: Description and Rationale


Description: Students will identify scales and balance equations

Component Three: Learner Outcomes


Grade 5 GLO: Use patterns to describe the world and to solve
General Learner
problems.
Outcomes(s) (GLOs)
Grade 6 GLO: Represent algebraic expressions in multiple ways
Grade 5 SLO: Determine the pattern rule to make predictions about
Specific Learner subsequent elements.
Outcome(s) (SLOs) Grade 6 SLO: Demonstrate and explain the meaning of preservation of
equality, concretely and pictorially.

Component Four: Learning Objective(s) and Assessment Evidence


Learning 1. SWBAT Determine the pattern rule to make predictions about subsequent elements
Objective(s) 2. SWBAT Demonstrate and explain the meaning of preservation of equality,
concretely and pictorially

Learning Objective Driving Question(s) and Intended Response(s)


What is a variable
SWBAT Determine the
- Placeholder for an unknown value
pattern rule to make
What is an expression?
predictions about subsequent
- An expression is a set of terms combined using the operations
elements
+, -, x or ÷
What is an inequality in math?
SWBAT Demonstrate and
- Inequalities are equations that use variables
explain the meaning of
What does a scale represent?
preservation of equality,
- Equal sign
concretely and pictorially
- Means that they are balanced (same weight or value)

Component Five: Pre-Lesson Preparations


Curriculum Resources Materials and Equipment
 Work booklet  Laptop, white board markers, worksheets

Teacher Tasks
 Set up PowerPoint, print papers (x3)

Component Six: Body (aka. syntax) (introduction, activities, closure)


Introduction Time
Attention  Question of the day (get students to open and feel
Grabber comfortable raising their hands and answer a question If
Alberta was represented by just one food, what would it be?

 Ask students to sit at their desks quietly (model what good listening
looks like). Explain that today we are going to… start a new unit
called “Balancing equations”
 Although we are starting a new unit we are using the knowledge
that we learned about in variables.
o Recap what is a variable
o What is an expression 15min
o Today we are going to what is an inequality is in math
o *pull out your math notebooks (write what’s on the board)
Check for understanding of the past unit (variable) with a question on the
board, have students write on their desks.  Walk around and check for
understanding (recap on old unit)

What does a scale represent?


- Equal sign
- Means that they are balanced (same weight or value)
Show some scales and what it means on the slides

Activities Time
Learning Have students find a spot on the wall and bring their white board marker 30min
Activity #1 Ask them to write out how many ways they can think of to make 75.
 Solve (What + What = 75)
problems
involving o Walk around and see if anyone has any questions
single- o Ensure students know what is being asked of them (quiet, they can
variable, ask a classmate for help)
one-step o Have student share how many ways they could think of to make 75
equations o Point is that you can represent a number in many ways
with whole
o HAVE students go back to their desks
number 30min
coefficients
- Next, we are going to do some questions together (first I do,
and whole
then we do, and then they do (worksheets)
number
solutions.
We will work with a pair for the first page, after the first page you can
work alone

Pairs will be a grade 5 with a grade 6


If students finish, they may hand the worksheet at the front desk and have
them play math games or math games on the variables

Closure Collect finished worksheets at the end of the lesson. Recap what a
5min
variable means (unique to each question) and
Closure/Cliffhanger Time
Assessment of 1. Formative Assessment: worksheets, see if students understood the
Learning: questions, what is an inequality is in math?
Transition: 

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