Learning Experience Plan

Subject: Mathematics (Algebra) Grade level: 9th Grade

Unit: Interpreting Expressions Length of LEP (days/periods/minutes): 45 minutes

Content Standards: AI-A.SSE

Interpret the structure of expressions.

1. Interpret expressions that represent a quantity in terms of its context.

a. Write the standard form of a given polynomial and identify the terms, coefficients,

degree, leading coefficient, and constant term.

b. Interpret expressions by viewing one or more of their parts as a single entity.

2. Recognize and use the structure of an expression to identify ways to rewrite it.

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Outcome Assessment
Day 1 Students will…. Know what makes an During an in class activity, students will be
expression into standard from asked to convert 5 different expressions into
standard from
Day 2 • Students will…. See the Students will receive a homework assignment
different parts that make up which will require them to look at 3 different
an expression expressions and label what each part is.

Day 3 Students will…. Notice different While looking at 5 different expressions, be

Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching On-level Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

Materials Procedures/Strategies
-Math Textbooks
-Calculators
-Pen / Pencils
-Notebooks / Paper
-Smart Board
-Powerpoint
Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)

There will be music playing when the students walk in, this is a way to get the
students excited for the class to start and be ready to learn.

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

Once the students enter the room and find their seats, I will begin the lesson by asking
the students if they know anything about expressions and seeing what they know.

Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/
experience)

The students will be asked to recall what an expression is, and what it is used for. The
teacher will then go into tell them about what they are going to do with expressions in that
lesson. The students will need to tap into their prior knowledge of solving expressions, and
use that to find out how to put an expression into standard form.

Direct Instruction (input, modeling, check for understanding)

1. Class will begin with an overview of what the students will learn that day
2. I will begin using the powerpoint as my lecture to teach the students
3. It will consist of telling the students what standard form is and how to set it up
4. The powerpoint will be inclusive and have blanks for the students to fill in and
questions for them to answer
5. This will take approximately 10-15 minutes

Guided Practice (how students will demonstrate their grasp of new learning)

Following the direct instruction portion of the class, I will then hand out a worksheet to all
of the students, the worksheet will contain three questions, yet I will direct the students to only
answer one at a time. The students will answer one question, and then we will go over the
answer, followed by the students the repeating the process for the other two questions. During
this time, I will be walking around the room, and I will reinforce that the students can
communicate with one another for help, as well as asking me any questions. To go over the
questions, I will set up my classroom projector and display my copy of the worksheet on the
board, and we will work through them together as a class after each question.

Independent Practice (what students will do to reinforce learning of the lesson)

As a homework assignment, students will need to continue to do work similar to their

On the first day of the learning, right before the ending of the lesson, I will
have students go back through the work from the day with two different colored
highlighters. I will instruct the students to use their first color (green / yellow) to
highlight or underline something that they did good with or that they found easy. They
will take their other color (pink / orange) to underline or highlight something that
they think they can improve on.

Day 2 (add additional days as needed)

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

I will greet the students at the door and handing them the paper do now. I will
resemble this to the video that we watched on teaching channel, where I will direct them to
sit down and get started. On the smart board, it will have the instructions for the students to
“read the following question, and think about it, and be ready to share with the class” The
question asked will be “What is standard form? And how do we get to it?” The students will
write their responses on their paper. This will have the students bring in the information from
the previous class.

Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/
experience)

The way that I will activate my students prior knowledge is with a brainstorm web. I
put the template up on the board and ask the students to copy it down in their notebooks and
fill it in with any information they might know. This days middle topic of the brainstorm web
will say “parts of expressions”.This will engage students to write down any information they
might know about the different parts of an expression.

Direct Instruction (input, modeling, check for understanding)

1. Following the do now and activating the students prior knowledge, I will then begin
to teach again with the powerpoint from the day before.

2. I will spend 10-15 minutes going through the powerpoint

3. I will show the students the different parts that make up expressions

4. Throughout the powerpoint, I will pause to ask the students questions, and continue
to keep them interacted in the lesson and make sure they are paying attention.
 5. Once I finished I will ask the students if they need me to step back, or continue
moving forward

Guided Practice

After my direct instruction, I will pull up a slide on the smart board that has the
students randomly generated into groups of 4. I will ask the students to get with their other
group members, and they will be working together on problems. I will give each group a
different expression, the task will be for the students to work with their group members to
identify the parts that make up their expression. At the end, each group will talk to the class
about their expression and tell us about what they know.

Independent Practice

The independent practice following this lesson is going to be in the form of an exit
ticket. I will pass around an exit ticket to each student, where they will see an expression,
and with that, they will need to circle and identity each part of the expression i.e
coefficients, constants, signs, powers.

Closure

On the second day of learning, once the independent practice (exit ticket) is
finished, the students will be asked to raise their hand and summarize the learning in
a sentence or two in a way that they would explain it to a student who was absent for
the day

Day 3 (add additional days as needed)

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

On the third day, I will start the class off in a similar way that I did the day before, I
will start with a do-now that can tie in the lesson from the day before. I will greet the
students at the door and handing them the paper do now. The smart board will read the
instructions to “read the following question, and think about it, and be ready to share with
the class” The question asked will be “List as many parts of an expression as you can” The
students will write their responses on their paper, and we will share our responses after 3-5
minutes
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/
experience)

I will post an image on the board that includes different expressions in different
forms. After the do now, I will ask the students what they notice about the different
expressions, and I will have them point out similarities and differences between all of them.

Direct Instruction (input, modeling, check for understanding)

For the direct instruction on the 3rd day of the lesson, I am going to keep it the same
way as I did for the first two days, and use the same powerpoint. This is so I keep the learning
the same as a way to not confuse the students.

1. Take 10-15 minutes to go over the powerpoint with the students

2. Keep the students active throughout the class

3. Continuously ask questions

This part of the powerpoint is going to show the students the different forms of
expressions and what makes each form different form the other.

Guided Practice

On the third day, following the direct instruction, the students will each be handed a
small sheet of paper. On that paper will have an expression. Each student is given a different
expression. The task is for the students to find their “pair”. A pair is two students who have
the same expression, just in different forms. The students will need to walk around and
communicate with one another, and once they have their pair, they will go sit down together.

Independent Practice

For the last day of this topics lesson, the students will be sent home with a homework
task. It will ask the students to write their own expressions, using different forms. I will
require the students to write 4 expressions down. I will hand the students a small sheet of
paper that will provide them with the instructions so that they do not forget, and I will also
mention to them to write their expressions on a piece of looseleaf paper.

Closure

On the third day of learning, I will ask the students to note 3 golden rules
about determining what makes expressions from different forms than others. They
will need to note important things from the direct instruction, as well as stuff they
saw in the guided practice.