Lesson Plan : Fractions , Patterns, and Equations
Teacher Name: | Acord |
Grade: | Grade 5 |
Subject: | Math |
Topic: | Algebraic Expressions, Patterns and Equations |
Content: | Algebra, Equations, Expressions, Numeric Patterns, Geometric Patterns, Geometry, Inequalities, Tables, Symbols. |
Goals: | TLW create story problems that can be solved using algebra. TLW solve story problems using algebra. TLW recognize when it is necessary to use algebraic expressions, patterns and one step equations to solve story problems. TLW work cooperatively in pairs to create a board game. |
Objectives: | Objective 5.02 Use algebraic expressions, patterns, and one-step equations and inequalities to solve problems. TLW create story problems requiring the use of algebraic expressions, patterns and one step equations to solve. TLW solve algebraic expressions, patterns, and one step equations while playing a student created board game. TLW explain algebraic expressions, patterns, and one step equations by providing positive feedback regarding the math problems on a student created game board. |
Materials: | Pre-copied game board paper, note-cards, writing materials (pencils, pens, crayons, markers), white board and markers/ SmartBoard, lined paper, dice. |
Introduction: | Over the past week we have reviewed algebraic expressions. I want you to write in your notebook, one situation where we might need to solve an algebraic expression. Let's share: (Possible answers from students: needing to know how much money to pay a babysitter, how tall you will be when you grow up, how fast you can run 10000 miles, etc.). Today you will be creating a board game demonstrating your ability to create and solve algebraic problems. |
Development: | What is an algebraic problem? An algebraic problem just means you have an equation that has at least one letter in it that can stand for any number. For example if I had the problem 5x=10, I would know that x was equal to 2 because 5*2 is 10. But if I had the equation 5x=y, there could be many solutions because if x=2 then y=10, or if x=5, then y= 25. The equation helped create our table in this instance. Sometimes though we are only given a few of the possible answers and have to come up with the equation on our own. For example, if I was told that on Monday Tina ran 1 mile, on Tuesday she ran 3 miles, and on Wednesday she ran 5 miles, but I want to know how many miles she will run in 10 days, I would need to find an equation that I can plug the number of days into to find out the number of miles ran. My first step would be to create a table (create on board). My second step would be to note the patterns: what do we see? (Each day she runs an additional 2 miles to the day before, and if you multiply the day by two and subtract 1 you have the number of miles). So we have the steps to solve a problem. Now how do we create a problem for another game player to solve? Our first step is to find something with a pattern- like the shape blocks you worked with, or the running example. We will look at the running example. We created a pattern by adding more miles each day that she ran. We did not add random numbers every day, but stuck to a specific pattern. When you write your numbers out in a table you should be able to find two patterns: the pattern going down the y-column, and the pattern going across from input to output. You then describe the pattern using words: in the running example I stated that on Monday (which we decided to list as day 1 in the table) she ran one mile and I continued. If you chose a difficult pattern then you may need to provide more information. Lets create another pattern together using the shape blocks. (Possible student choices: hexagon, houses, etc.) Next we have to choose what we want measured: the perimeter, the total number of shapes, etc. How would I write this? |
Practice: | With a partner: create one algebraic word problem. Call on 2-4 groups to write their problem on the board. Point out any steps missed and have all groups double check their work. Have the pairs solve the 4 problems on the board following the steps provided earlier (and in previous lessons). Have students come up to solve and explain the process of solving the problem. Can add more as needed. |
Accommodations: | Those who are struggling with the solving or creation of word problems can be pulled to the back table during independent practice to review how to find patterns. Create multiple examples (based on previous lessons) using different objects. Some students will need more practice with the idea that a letter stands for a number. |
Checking For Understanding: | Check story problems as they are working asking questions to probe thinking. While students play the games they will be required to give positive feedback about the algebra questions (being specific): why the question did not make sense, whether more information was needed to find a pattern. The feedback forms will be given to the partner group to review. All students will turn in a sheet listing the game they played, and the problems they solved. |
Closure: | Class discussion on how to improve. Any issues we are still encountering. List positives and negatives. What did we learn? |
Evaluation: | Allow the students the opportunity to edit their game board. Grade the questions and answers. Provide students with points for participation and positive feedback. |
Teacher Reflections: |
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