Algebra I:Chapter 1 Unit PlanKyler KearbyEducation 352Professor SchillingDecember 9, 2009
CONTENTS PAGEA. Textbook information/course informationB. Philosophy of reading in your content areaC. Readability testD. Trade booksE. Lesson plan to activate prior knowledge of unit’s subjectF. Lesson plan to introduce new vocabularyG. Lesson plan Modified for ADHDH. Lesson plan modified for Learning DisabilitiesI. Lesson plan modified for High-abilityJ. Lesson plan modified for Behavior DisordersK. Lesson plan modified for AutismL. Lesson plan modified for Intellectual DisabilityM. Lesson Plan modified for Sensory ImpairmentN. Unit test and modified testO. Reflection paper
A. TEXTBOOK/COURSE INFORMATIONNAME OF COURSE: Algebra IDESCRIPTION OF COURSE: This course has been created for a wide variety of students—mainly ranging from grades 8-10. It lays the foundation for all upper level mathematical courses.Its curriculum places much emphasis on creating and solving expressions that correlate to reallife mathematical problems.NAME OF CHAPTER: Chapter 1DESCRIPTION OF CHAPTER: This chapter, entitled “The Language of Algebra”, introducesstudents to the exciting world of algebra. To go along with teaching the basic language ofalgebra, much of this chapter is also focused on writing, understanding and evaluating numericaland algebraic expressions. Past mathematical concepts and properties will be reviewed and bythe end of the chapter, students will have also learned a new problem solving technique and howto collect and display data.TITLE OF TEXTBOOK: Algebra: Concepts and ApplicationsNAMES OF AUTHORS: Jerry Cummins, Carol Malloy, Kay McClain, Yvonne Mojica andJack PriceNAME OF PUBLISHING COMPANY: Glencoe/McGraw-HillCOPYRIGHT DATE: 2004READING LEVEL OF TEXTBOOK: Eighth grade reading level
B. PHILOSOPHY OF READING IN THE CONTENTSTANDARDS:A1.1.1 Compare real number expressions.A1.1.3 Understand and use the distributive, associative, and commutative properties.A1.9.1 Use a variety of problem solving strategies, such as drawing a diagram, making a chart,guess-and-check, solving a simpler problem, writing an equation, and working backwardsA1.9.3 Use the properties of the real number system and the order of operations to justify thesteps of simplifying functions and solving equationsA1.9.6 Distinguish between inductive and deductive reasoning, identifying and providingexamples of each.A1.9.7 Identify the hypothesis and conclusion in a logical deduction.A1.9.8 Use counterexamples to show that statements are false, recognizing that a singlecounterexample is sufficient to prove a general statement false.IMPORTANCE: This unit is important to eighth, ninth and tenth grade students because havingan understanding of the algebraic language can help students solve real-life problems. At thisstage in their lives, these students are becoming young adults, and they need to know how tomake important decisions on their own. Having a good understanding of algebra will help thesedecisions become easier. Some students will earn jobs that require them to understand thealgebraic terminology in order to survive. Others will need to know how to create and solvealgebraic expressions, so they can make good decisions when purchasing items on their own.After the unit, the students will have learned a new problem solving technique and be able toformulate different types of data relating to real-life situations.
PHILOSOPHY: As for any content area, reading is a necessary must as it not only givesstudents a better understanding of what is being taught, but also enlightens their minds anddevelops them into critical thinkers. In mathematics, the importance of reading tends to beoverlooked. Many students feel that they can become successful mathematicians without beingable to read, which is a very false conception. First and foremost, reading allows students tounderstand what they are learning, and then, they can apply this knowledge to solvingmathematical problems. Reading is the core of any subject as all content revolves around astudent’s ability to read. Without it, everything would look foreign, or simply blank.Prior to becoming a collegiate student, I used to believe in the misconception mentioned above. Ihad simply thought that math only consisted of using numbers to solve problems. This may seemtrue; however, my college professors have taught me that math is not just using and analyzingnumbers. They have taught me how to read math, which includes understanding terms andconcepts, looking over examples and evaluating how mathematics can be applied to everydaylife. Now, when I look back on every math course I have taken, I realize that reading has alwaysbeen a part of them. To go along with reading definitions and concepts, mathematics alsorequires students to be able to read other elements such as instructions and word problems. Otherthan these elements involving words, math is represented by numbers and symbols. Many peoplefeel that looking at numbers and symbols is not reading, but this is just another misconception.Success in mathematics, as for any subject, depends highly on a student’s ability to read well,and as a teacher, I will make sure my students know this.
C. READABILITY TESTSAMPLE ONE:There are many ways to represent numbers. One way to represent numbers is with a number line.The number line also shows the order of numbers; 2 is to the left of 3, so 2 is smaller than three.A negative number is a number less than zero. To include negative numbers on a number line,extend the line to the left of zero and mark off equal distances. Negative whole numbers aremembers of the set of integers. So, integers can also be represented on a number line. Sets ofnumbers can also be represented by Venn diagrams. The (52-53)Sentence Length: 8.1 sentencesNumber of Syllables: 148 syllablesSAMPLE TWO:The Caribbean islands have many different species of birds. To determine if there is arelationship between area and number of bird species, we can graph the data points in a scatterplot. In a scatter plot, two sets of data are plotted as ordered pairs in the coordinate plane. Forexample, the point with the box around it is at (95, 236). You can use the scatter plot to drawconclusions and make predictions about the date. The country with the least area has 350 speciesof birds. In general, as area increases, the number of species of (302)Sentence Length: 6.7 sentencesNumber of Syllables: 151 syllablesSAMPLE THREE:You have learned when and how to solve systems of equations by graphing, substitution, andelimination using addition or subtraction. The best times to use these methods are summarized inthe table below. Sometimes neither of the variables in a system of equations can be eliminated bysimply adding or subtracting the equations. In this case, another method is to multiply one orboth of the equations by some number so that adding or subtracting eliminates one of thevariables. Use elimination to solve the system of equations. Multiply the first equation by -4 sothat the x terms are (572)Sentence Length: 5.8 sentencesNumber of Syllables: 162 syllablesFrom these word-samples, the Fry Readability Test shows that this textbook has a 9th gradereading level. This textbook is used by mainly 8th, 9th and 10th grade students, so I am notsurprised by the results of the test. However, I would not promote this test as the accurate way tomeasure the reading level of a book. It is based only on sentence length and the amount ofsyllables a given passage contains. These two categories tend to fluctuate throughout any book,and therefore, are not the most reliable categories to determine a book’s reading level. The testalso neglects how difficult the content is of a book, and content definitely needs to be consideredwhen determining reading level.
D. ANNOTATED LIST OF TRADE BOOKS FOR MATHEMATICSAllen, N. (1999). Once upon a dime. Watertown, MA: Charlesbridge Publishing, Inc.Once upon a Dime takes the reader on a mathematical adventure to learn the concepts of money,estimation and measurement. It tells the tale of a farmer who discovers that a special tree on hisfarm produces different kinds of money. The type of money being produced depends simply onwhat fertilizer the farmer uses, and throughout the story, the farmer continuously counts howmuch money he has earned.Burns, M. (1998). Spaghetti and meatballs for all!. New York: Scholastic Inc.Spaghetti and Meatballs for All introduces some basic language and concepts of geometry. Thestory describes a couple who is planning a family reunion, and in order to successfully place alltheir guests, the couple must use basic geometric skills. To go along with applying the conceptsof area, perimeter and forming shapes, the story also adds a pinch of humor to make this apleasant read for any child or adolescent.Ellis, J. (2004). What’s your angle, Pythagoras?. Watertown, MA: Charlesbridge Publishing,Inc.What’s Your Angle, Pythagoras applies the Pythagorean Theorem to solve problems involvingright triangles. It is a fictional tale of the Greek philosopher and mathematician, Pythagoras. As aboy, he always becomes confused when trying to solve problems for his family. However, after atrip to Egypt and an encounter with a builder, Pythagoras thinks about right angles from adifferent perspective and devises the theory that contains his name today.Neuschwander, C. (1999). Amanda Bean’s amazing dream. New York: Scholastic Inc.Amanda Bean’s Amazing Dream describes how multiplying numbers is a much more efficientprocess than simply counting numbers. In the story, Amanda Bean has a knack for countinganything and everything. Her teacher says that using multiplication would make her countingprocess much faster. Amanda does not become convinced with what her teacher says until shehas a dream that overwhelms her with counting objects. This story will enlighten young minds toimprove their multiplication skills.Neuschwander, C. (2002). Sir Cumference and the first round table. Watertown, MA:Charlesbridge Publishing, Inc.Sir Cumference and the First Round Table describes a mathematical adventure set in the days ofknights and chivalry. The well-known King Arthur and his knights discover a problem—theirtable is not of right shape. Sir Cumference, a knight of King Arthur’s, and his family help theking find the ideal shape for the table. Throughout the adventure, a variety of math skills areapplied such as area, perimeter and circumference.
Trade books can enhance my classroom’s content because they apply mathematical concepts andvocabulary to real situations. Even though some of the books may be fictional, the concepts theyteach are very real. In all subjects, especially mathematics, students are always wondering howthe lessons they learn will actually be used in life. Trade books or stories show students howthese lessons and concepts can be applied to a given situation. They also allow students to learnfrom outside their classrooms and textbooks.
E. LESSON PLAN TO ACTIVATE PRIOR KNOWLEDGEMANCHESTER COLLEGEDepartment of EducationLESSON PLAN by: Kyler KearbyLesson: Writing Expressions and EquationsLength: 70 minutesGrade Intended: 9th and 10thAcademic Standard:Standard A1.1.1: Compare real number expressions.Performance Objective:When the students are given fifteen problems that involve writing algebraic expressions andequations, they will correctly write twelve out of the fifteen problems.Assessment:The students will be assigned fifteen homework problems. Depending on the problem, thestudents must either write an expression or an equation. The teacher will evaluate the students onwhether or not the expressions and equations are written correctly.Advanced Preparation by Teacher:-Review lesson plan and make sure it applies to entire classroomClean chalkboardFresh chalkHard hat (Construction)Safety vestChef’s hatApronLab CoatSafety GogglesCowboy HatFlannel shirtPiece of strawProcedure:Introduction/Motivation:First, ask the students, “When your time as a student comes to an end, will you still needto use math and if so, can you give an example to support this claim?”(Bloom:Application). After each student has had a chance to respond, explain to them that mathwill still be used in the workplace, at home, at the store, etc. Introduce the new chapter,entitled, “The Language of Algebra” and describe how having a good understanding of
algebra will be beneficial in life after graduation. Say to the students, “In order to have agood understanding of algebra, a student must first understand its basic elements.” Then,tell the students to give definitions of an expression and also an equation. If they giveaccurate definitions, continue with the lesson. Otherwise, explain to the students that anexpression only contains numbers and mathematical operations, while an equation is amathematical sentence that contains an equals sign. Be sure to point out that the maindifference between the two is that an equation contains an equals sign, where as anexpression does not contain one.Step-by-Step Plan:1. Say to the students, “In life, you definitely need to know how to write expressionsand equations. Even though they may not always be written down on paper, they willbe a part of the thinking process when you are solving a problem.” Put on the hard hatand safety vest. Tell the students that you are a construction laborer and your foremanwants you to figure out how much square feet of concrete will be needed to fill in twoareas. Point out to them that the foreman is just asking you to find the sum of the twoareas and that one area is definitely 20 square feet. Write “the sum of 20 and n” onthe board and explain to the students that this represents the given problem. Tell themthat you want to rewrite this as an algebraic expression. Ask the students, “Whatmathematical operation is used to find the sum of two values?” (Bloom: Knowledge).If they say “addition”, tell them they are correct and go on with the lesson. If theygive a different response, explain to them why addition would be used. Write “20 n” on the board and explain to the students that they have now written an algebraicexpression. (Gardner: Logical/Mathematical, Visual-Spatial and Interpersonal)2. Take off the construction outfit and put on the chef’s hat and apron. Tell the studentsthat your boss wants you to bake seven less cakes than the amount you bakedyesterday. On the board, write this in mathematical terms—“the difference of k and7”. Tell them that you want to rewrite this as an algebraic expression. Ask thestudents, “Does the difference of two values mean to subtract or add the two values?”(Bloom: Comprehension). If they say “subtract”, then continue on with the problem.If they say “add”, explain to them why it should be “subtract”. Explain to the studentsthat you would subtract 7 from k, which produces the algebraic expression “k – 7”.(Gardner: Logical/Mathematical, Visual-Spatial and Interpersonal)3. Take off the cooking gear and pull out the lab coat and safety goggles. Ask for astudent to volunteer and be the scientist. Inform the students that the scientist is fillinga beaker with two chemicals, and the chemicals cannot be over spilled. Tell them that5 mL of the 1st chemical has already been poured into the 20 mL beaker and the goalis to determine exactly how much of the 2nd chemical needs to be poured in. On theboard, write “five plus x equals twenty” to represent the given situation. In order towrite this as an equation, tell the students it must be translated from word form intonumbers and symbols. Therefore, the equation would be “5 x 20”. (Gardner:Logical/Mathematical, Visual-Spatial and Bodily-Kinesthetic)4. Have the student take off the lab coat and safety goggles and pull out the flannel shirtand cowboy hat. Again, ask for a student to volunteer and be the farmer. Also, givethe student the piece of straw to put in his/her mouth. Explain to the students that thefarmer wants to plant some corn on his/her 12 acre farm. Also, tell them that the
width of the field is 4 acres, but its length has yet to been measured. To represent thissituation, write “the product of four and y equals twelve” on the board. Ask thestudents, “What does the product refer to in terms of a mathematical operation?”(Bloom: Knowledge). If they say multiplication, tell them they are correct. Otherwise,explain to them that “product” means to multiply. Write the equation on the board,which is “4y 12”. (Gardner: Logical/Mathematical, Visual-Spatial, Interpersonaland Bodily-Kinesthetic)5. Have the student return the flannel shirt and cowboy hat and throw away the piece ofstraw. Ask the students if they have any questions about writing expressions andequations. If they have questions, answer them. Otherwise, have the students get theirtextbooks out and assign them problems (14 – 22 all and 29 – 34 all) on p. 7. Let thestudents work on this assignment for the rest of the class period. Walk around theroom and answer questions the students may have. (Gardner: Logical/Mathematicaland Interpersonal)Closure:With about five minutes left of class, say to the students, “You should now understandthe definition of an expression fairly well. From class examples and the homeworkproblems, you have worked with expressions that only include one mathematicaloperation.” Ask them, “Can an expression contain more than one mathematical operation,and if so, would the order of each operation affect the result?” (Bloom: Analysis)Adaptations/Enrichment:Student with ADHD:Give the student breaks throughout the class period and make sure you spread them out.Request the student to take a break, but do not demand the student to take a break.Student with Traumatic Brain Injury (TBI):Give the student extra time to process the given information. Place the student’s deskaway from distractions such as windows, a pencil sharpener, doorway, etc. Repeatinstructions and avoid making the student focus for a long period of time.Self-Reflection:Do the students understand how to write expressions and equations?Do the students know the difference between an expression and an equation?Did I keep the students engaged throughout the entire lesson?Are the students participating in classroom discussions?
F. LESSON PLAN TO INTRODUCE NEW VOCABULARYMANCHESTER COLLEGEDepartment of EducationLESSON PLAN by: Kyler KearbyLesson: Understanding order of operationsLength: 70 minutesGrade Intended: 9th and 10thAcademic Standard:A1.9.3: Use the properties of the real number system and the order of operations to justify thesteps of simplifying functions and solving operations.Performance Objective: When the students are given twenty-five problems that involveidentifying mathematical properties and using the order of operations to evaluate algebraicexpressions, they will correctly identify or solve twenty out of the twenty-five problems.Assessment:The students will be assigned twenty-five homework problems and a quiz—which will be issuedat a later date. Depending on the problem, the students must either identity a mathematicalproperty or evaluate algebraic expressions using the order of operations. When identifying amathematical property, the teacher will evaluate the students on whether or not the correctproperty has been written. When evaluating algebraic expressions, the teacher will evaluate thestudents on not only whether or not the answers are correct, but also on the work shown. For thequiz, the teacher will evaluate the students on whether or not the given properties have beenassigned to the correct problems.Advanced Preparation by Teacher:-Review lesson plan and make sure it applies to entire classroomType and print off enough student copies of the “Chapter One Properties” handout(attached)Type and print off a teacher copy of the “Chapter One Properties” handout (attached)Clean chalkboardFresh chalkProcedure:Introduction/Motivation:First, say to the students, “In our previous lesson, we learned how to correctly writealgebraic expressions and equations. Today, the goal is to learn how to evaluate theseexpressions, but first, we must learn a few properties that will help us gain a betterunderstanding of mathematics, in general.” Ask the students, “What exactly is amathematical property? Define it for me” (Bloom: Knowledge). If the students do notgive a correct definition, then explain to them that a property is a statement that is true for
any number. Tell the students that understanding mathematical properties is similar tohaving a good vocabulary in math or rather, for any subject. Next, pass out the “ChapterOne Properties” handout to the students. (Also, get out the teacher’s copy of this handoutas it may be needed for writing the properties and their contents on the board.) Say to thestudents, “Throughout this chapter, I will periodically define and exemplify mathematicalproperties, and as students, you will be expected to write down these definitions andexamples on your handouts. Today, we will learn the first seven properties listed on thehandout, and in the near future, you will be quizzed over these seven properties.”Looking at the teacher’s handout, write down the name and symbolic definition of thefirst property on the board. Give an explanation of the property and ask the students,“Using numbers, could anyone give me an example of this property?” (Bloom:Comprehension). If a student gives a correct example, then write it on the board.Otherwise, give the example listed on the handout and explain to the students why thisexemplifies the property. For each property, repeat this process of defining the propertyand asking the students to give an example of it. After going over the properties, say tothe students,” At the end of our previous lesson, I asked you a couple of questions. Iasked can an expression contain more than one mathematical operation, and if so, wouldthe order of each operation affect the result? Well, the answer to both questions is yes.”Tell the students that today’s lesson is going to focus on solving expressions that containmore than one operation. The students should already be very familiar with this concept,so explain to the students that the lesson should be review for them.Step-by-Step Plan:1. Write “Please Excuse My Dear Aunt Sally” on the board and be sure to capitalize andunderline the first letter of each word. Explain to the students that this acronym, orcatchy phrase, is used to remind us how to solve an expression that contains morethan one operation. Erase everything, except for the first letter of each word, and askthe students, “In terms of mathematical operations, what does each of these lettersstand for?” (Bloom: Knowledge). They students should say that “P” representsparenthesis, “E” represents exponential, “M” represents multiplication, “D”represents division, “A” represents addition and “S” represents subtraction. If they donot give an answer such as this, then explain to them what each letter represents.Explain, or rather remind the students that the order these letters are in correlates towhich operations should be done first when solving these types of expressions. Usingthe letters that are on the board, have the students come up with their own acronymsand tell them to write them on a sheet of paper. To go along with this, have themdraw a picture of their acronym. (Gardner: Logical/Mathematical, Interpersonal,Verbal-Linguistic and Visual-Spatial)2. Let some of the students share their acronyms with the entire classroom. Then, writethe expression 38 – 5 x 6 on the board. Ask the students, “In order to solve thisexpression, should the first step be to multiply 5 and 6 or subtract 5 from 38?”(Bloom: Comprehension). If the students say to multiply, then go on with theproblem; otherwise, tell them to look at their acronyms and they will notice thatmultiplication comes before subtraction. After multiplying 5 and 6, the expressionnow reads 38 – 30. The last step is to simply subtract 30 from 38 and the answer is 8.(Gardner: Logical/Mathematical and Interpersonal)
3. Write 5 3 69 on the board. Ask the students, “According to our acronyms, weshould first solve what is inside the parenthesis, right?” (Bloom: Comprehension). Ifthe students say yes, then continue solving the expression; otherwise, explain to themwhy they are wrong. After solving what is inside the parenthesis, the expression nowreads 5 9 9. Explain to the students that when one operation is multiplicationand the other is division, then order does not matter—the same goes for an additionoperation with a subtraction operation. When this occurs, remind the students that it isbest to first evaluate the easier part of the expression. Ask the students, “Would it beeasier to solve for the product of 5 and 9 or for the quotient of 9 and 9?” (Bloom:Analysis). If the students stay to find the quotient of 9 and 9, then continue solvingthe problem; otherwise, explain to them the dividing 9 by 9 is much easier thenmultiplying 5 by 9. After solving 9 9, the expression now shows 5 x 1. Evaluatethis final expression and the answer is 5. (Gardner: Logical/Mathematical andInterpersonal)4. Write 20 – [5(2 1)] on the board. Explain to the students that the brackets shown inthis expression represent the same operation as set of parenthesis. Tell them that whenan expression has two sets of parenthesis, then the outside set is usually changed to aset of brackets. Explain to them that when this occurs, the expression inside theparenthesis is evaluated first and then the new expression inside the set of brackets isevaluated next. With this in mind, evaluate 2 1 and the expression now becomes20 – [5 x 3]. As stated, the next step is to evaluate what is inside the set of brackets,which leaves the expression of 20 – 15. Solve for this expression and the answer is 5.(Gardner: Logical/Mathematical).5. Ask the students if they have any questions about identifying these new properties orsolving expressions using the order of operations system. If they have questions,answer them. Otherwise, have the students get their textbooks out and assign themproblems (19 – 33 all and 40 – 49 all) on pgs. 11-12. Let the students work on thisassignment for the rest of the class period. Walk around the room and answerquestions the students may have. (Gardner: Logical/Mathematical and Interpersonal)Closure:With a few minutes left in the class period, say to the students, “You should now feelvery comfortable with solving expressions that contain multiple operations. Today, youlearned seven properties and we will continue to learn more throughout this chapter.” Askthe students, “Prior to this course, can you recall any other properties that you havelearned?” (Bloom: Knowledge)Adaptations/Enrichment:Student with English as Second Language:Have a translator available for the student. Be sure to frequently verify with the translatorthat the student comprehends the material.Student with Gifts and Talents in Creativity:Have the student create a ten problem worksheet that underlines the concept of evaluatingexpressions using the order of operations concept. This worksheet could then be used as areview assignment at the end of the chapter.
Self-Reflection:Do the students understand how to evaluate expressions using the order of operations concept?Do the students understand the different properties that were taught?Did I keep the students engaged throughout the entire lesson?Were the students willing to participate in classroom activities or discussions?
Chapter One ansitiveAdditive IdentityMultiplicative IdentityMultiplicative Propertyof ZeroCommutative Propertyof AdditionCommutative Propertyof MultiplicationAssociative Propertyof AdditionAssociative Propertyof MultiplicationDistributive PropertySymbolic DefinitionNumerical Example
Chapter One PropertiesPropertySymbolic DefinitionNumerical ExampleSubstitutionIf a b, then a may bereplaced by b.If 9 2 11, then 9 2may be replaced by 11.Reflexivea a10 10SymmetricIf a b, then b a.If 10 4 6,then 4 6 10.TransitiveIf a b and b c,then a c.If 3 5 8 and 8 2(4),then 3 5 2(4).For any number a,a 0 0 a a.45 0 45For any number a,a x 1 1 x a 1.12 x 1 12Additive Identity(0 is the identity.)Multiplicative Identity(1 is the identity.)Multiplicative Propertyof ZeroFor any number a,a x 0 0 x a 0.7x0 0Commutative Propertyof AdditionFor any numbers a and b,a b b a.5 7 7 5Commutative Propertyof MultiplicationFor any numbers a and b,a x b b x a.3 x 10 10 x 3Associative Propertyof AdditionFor any numbers a, b and c,(a b) c a (b c).(24 8) 2 24 (8 2)Associative Propertyof MultiplicationFor any numbers a, b and c,(a x b) x c a x (b x c).(9 x 4) x 8 9 x (4 x 8)Distributive PropertyFor any numbers a, b and c,a(b c) ab ac anda(b – c) ab – ac.2(5 3) (2 x 5) (2 x 3)2(5 – 3) (2 x 5) – (2 x 3)
Name:Date:Period:Properties QuizInstructions: Match each property with the problem that demonstrates it. (Each question isworth one point each.)1. : 21 17 4, therefore 4 17 21.2. : 7 73. : 0 150 1504. : 65 x 0 05. : 15 – 6 9, therefore 15 – 6 may be replaced by 9.6. : 2,000 x 1 2,0007. : 7 5 12 and 3(4) 12, therefore 7 5 3(4).a. Transitiveb. Substitutionc. MultiplicativeProperty of Zerod. Reflexivee. MultiplicativeIdentityf. Additive Identityg. Symmetric
G. LESSON PLAN MODIFIED FOR ADHDMANCHESTER COLLEGEDepartment of EducationLESSON PLAN by: Kyler KearbyLesson: Understanding commutative and associative propertiesLength: 70 minutesGrade Intended: 9th and 10thAcademic Standard:A1.1.3: Understand and use the distributive, associative, and commutative properties.Performance Objective: When the students are given twelve problems that involve identifyingthe commutative
Algebra I: Chapter 1 Unit Plan Kyler Kearby Education 352 Professor Schilling December 9, 2009 . CONTENTS PAGE . D. Trade books E. Lesson plan to activate prior knowledge of unit’s subject F. Lesson plan to introduce new vocabulary G. Lesson plan Modified for ADHD H. Lesson plan modified