Before Reading

I. Motivation:“Good afternoon class.  Settle down, settle down.  Today we are going to work with variables.  I think it is fun, and I am sure that everyone will like it also.  What can you think of that can not mix.  For example, water and oil can not mix at all, right?”  I expect them to agree, and if they don’t, they should probably go back to sixth grade science.  “What other things can not mix?”  I hope they can think of things, but if they can not, I will give other examples such as a striped shirt with poke-a-dot pants or brown shoes and a black belt.

II. Prior Knowledge: “Yesterday we learned that variables represent other things, such as road signs represent the action that should be taken on the road.  Variables in expressions represent numbers.  Today we are going to work with the variables.”  I expect some of the students to get confused with all of the vocabulary in this lesson, so I will have to simplify it greatly.  To make sure they are prepared for the lesson, they will basically have a vocabulary lesson today.

III. Purpose: “Today we will be learning how to work with variables.  To do this we will have to recognize and use the language of polynomials, simplify polynomial expressions, tell the degree of a monomial, and write the factors of a monomial.  At the beginning of class, we thought of things that do not mix.  In an algebraic expression, there may be more than one variable, and different variables act like water and oil, they do not mix.  We will read the book to be informed why they will not mix.”  This text will be expository.

During Reading

Carter, et al. (1992). Pre-algebra. Cincinnati, OH: South-Western. P. 156-159.

Flesch- Kincaid Readability Level 8.9 "It is important to understand exponents of variables. Exponents of variables indicate a product of the variable. The exponent 2 in m squared means the variable m occurs that many times as a factor in the product. That is, m is used 2 times as a factor in m squared. The degree of a monomial is the number of times a variable occurs as a factor of the monomial."
 
IV. Text Structure: Expository, vocabulary development
 
Should be able to identify:
·  what the word is
·  what the word means according to context
·  why the word is important to the study of the topic
 
V. Strategy Instructions: Insert Note Taking
“Remember the structured notes we took yesterday?”  I really hope most of them do remember. “Today we are going to something similar, but this is called Insert Note Taking.  To make an effective graphic organizer for this strategy, let’s review what to do.”
 
1. Prepare the graphic organizer.
     
      Click here to view the blank organizer.
 
2. Read and mark the text.  If the new content makes sense, mark it.  If the new content is confusing, mark that, but make sure it is different so the students can remember why they marked it.
 
      Look below for the example.
 
In the last section, 3a + 2b was called a variable expression.  Here, it will be called an algebraic expression.  It can be broken into two parts.  Each part is called a term.
 
                  3a + 2b
 
3a is called a term.
2b is called a term.
 
Terms that have the same variables are called like terms.  Terms with different variables are called unlike terms.

"The terms that I understood are marked in red and the ones that don't make sense are marked in blue. I like to think blue for let's redo."
 
3. Write the graphic organizer.
 
      Click here to see an example.
 
“When we read a section like 5-2, there are a lot of new words that will be on the test.  By making this organizer, like the structured notes from yesterday, they will help you study.  Also, being able to take effective notes in math class means you will be able to make good notes for other classes like history and science.  I want all of you students to succeed in other classes, because if you fall behind in other classes, you may not pay attention in my class, and if that happens, I will get upset and possibly be mean to you, and I do not want that.  That is why you should take good notes, so I can be nice.  Oh, and it is really good for your reading comprehension.”

VI. Vocabulary:

·   Algebraic Expression: Just like a variable expression.
·   Binomials: Two terms.
·   Coefficient: The number before a variable.
·   Degree of Monomial: The number of times a variable occurs as a factor of the monomial.
·   Exponents: Indicate a product of the variable.
·   Like Terms: Terms with the same variables.
·   Monomials: An expression with one term.
·   Polynomials: the general name for monomials, binomials, trinomials, etc.
·   Simplify: To combine like terms.
·   Term: Each part of an algebraic expression.
·   Trinomials: An expression with three terms.
·   Unlike Terms: Terms with different variables.

“To clear all of these vocabulary words up, we are going to throw them into the graphic organizer that we have planned.  Put the words and definitions on the left side under the title ‘The new information I understand’.  The information that you do not understand put under the right side and be sure to leave enough space so you can fit an alternate definition and possibly a picture.” 

VII. Content: The class will now read through the section and mark on each side of their graphic organizer the stuff they understand and the stuff they didn’t understand.  I will walk around the room to monitor their note taking.  “When you have read the three pages of reading and separated the two categories, I want each person to come up and write the words that you don’t understand on the board.  If the word is already up there, just make a check mark beside it.  When every one has done this, or 15 minutes have passed, I will then help with the trouble words.  Be sure to write the alternate definitions down if you did not understand the original ones.”

After Reading

VIII. Questioning: QAR

“I hope every body remembers the QAR, like we did yesterday?  We are going to do a couple more to finish up this vocabulary packed lesson.”

“What were some confusing vocabulary words that we covered today?”  This will be on their own because they have to decide which words they did not understand.  I am expecting them to say the words that end in –omials and possibly coefficient and exponents.  This is another great opportunity to tie up lose ends with the vocabulary.

“What is the degree of 2x to the 5th?”  The answer is six and it is an author and me because the process is in the book, but the example I give them is a different example than what the book gives so they have to figure it out.

“What are some things that can not be mixed, like we talked about earlier?  I want the answers to be in terms of mathematics, not wardrobe.”  This will be a right there because the book states that unlike terms cannot mix, however the students may give examples like x and y or a and b.

"Why do you think we should use Insert Note Taking when we read a new text?" I expect to get the response on the line of being able to trouble shoot the concepts that they do not understand. I also expect to hear something about it can work so easilly for all classes that involve reading, not just math.

IX. Writing to Learn Activity: The writing to learn activity was done in the reading strategy.  Also, the differentiated text was done in the reading strategy.  When the students were having difficulty understanding a vocabulary word, I cleared it up with an easier definition and possibly a picture or example.  They once again basically re-wrote the whole section of vocabulary words in their notes. When the students are marking down what they understand and what they do not understand, they are thinking metacognitively because they think about what they do not know. They are thinking about what they are thinking.

X. Closure: “Your assignment for Thursday will be 1- 35 on pages 158 and 159.  Remember, that variables with different exponents are unlike terms.  x to the third is different than x squared.  Also, A’s are different than D’s, so if you want a good grade on your test and homework, be sure to do these assignments I give you because if you don’t, you’ll probably get a lower degree grade, such as a D.  Study hard and I’ll see your bright and shining faces tomorrow.”