June 22

Grade 7, Mathematics Lesson Plan

Thursday, June 22, 2017

Period 6 (14:20 -15:10)
Grade 7, Classroom B
(20 boys and 20 girls)

Teacher’s Name: Shou Shibata

Koganei Lower Secondary School
Attached to Tokyo Gakugei University

Location: TGU Conference room

1. The Research Theme and Its Intent

Designing lessons to raise the quality of student understanding of mathematical

processes

(1) Mathematics Research Group of Secondary Schools Attached to Tokyo Gakugei

University

This lesson was developed as a part of the activities of the Mathematics Research
Group of Secondary Schools Attached to Tokyo Gakugei University. The purpose and
rationale of our research group are as follows: In the Japanese mathematics education,
we emphasize not only the mathematical content (results of explorations), but also the
processes of exploring mathematical problems and the development of skills and ways
of reasoning that are utilized during mathematical explorations.
Even with the emphasis on the process of mathematical explorations in tandem with
the emphasis on mathematical content, we are concerned that mathematics teaching
overwhelmingly focuses more on mathematical content than process. We are not
suggesting that teaching mathematical content should be taken less seriously; nor are
we implying that content and process should be considered as separate and distinct
from each other. Rather, the concern of our research group results from a question that
is critical to mathematics teaching and learning: Are Japanese mathematics lessons
indeed emphasizing “mathematical ways of observing and reasoning” or “mathematical
explorations/activities?” We have been discussing the importance of processes for a
significantly long period of time, but are we seeing a significant emphasis in this domain
or do lessons continue to focus primarily on content with process taking a secondary
seat?
The idea of emphasizing mathematical processes is well substantiated in the research
as the direction of Japanese mathematics education (Nishimura, et al., 2001; Shimizu,
2012; Fujii, 2016). In addition, concrete mathematics learning processes and supporting
dispositions and abilities are described in the “Summary of the Discussion" of the
elementary and the secondary mathematics working group, which also underscores the
importance of mathematical process.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
1
 Image of Elementary and Lower Secondary School
Mathematics Learning Process
Elementary and lower secondary mathematics processes for identifying and solving
problems; Disposition and abilities that foster these processes
Students grasp phenomena mathematically, identify mathematic problem in them,
and solve the problems independently or corroboratively.

Students grasp phenomena in daily lives and

Students think generally and expansively to find
society, make mathematical meaning of
solutions to problems.
various contexts, and solve problems.

A1. Students grasp problems in A2. Students grasp problems in

Mathematically Expressed
daily lives and society phenomena mathematically.
mathematically.
Problems o Ability to identify problems
o Ability to attend to the from mathematical
quantities and quantitative phenomena.
relationships in phenomena; o Ability to grasp characteristic
B. Students have foresight
Identify mathematical of phenomena and process
and plan for problem solving
problems. them mathematically.
using mathematics.
o Ability to grasp o Ability to generalize and
o Ability to grasp the essence
characteristics of expand ideas based on the
of mathematical problems
phenomena and express results of problem solving.
(insight).
these mathematically. (i.e., o Show foresight for solving
represent phenomena) mathematical problems
(planning). Mathematical
Phenomena
Thinking and Judgement

Daily or Societal Focused Problems

Phenomena D2. Students reflect on the
solution processes and create
mathematical concepts and
C. Student solve focused systems.
D1. Students reflect on the problems. o Ability to identify the merits
solution processes and identify o Ability to use numbers, of mathematical points of
the meaning of the results, and expressions/equations, view and reasoning.
apply the solution methods to diagrams, tables, and graphs o Ability to critique solution
other problems. to mathematically process, results and develop the ideas
o Ability to revisit the original solve procedurally. systematically and
phenomena and think about o Ability to process accurately constructively.
the meaning of the results. and efficiently based on o Ability to connect the results
o Ability to apply specific mathematical point of view with the previously learned
solution methods to various and thinking. knowledge to expand and
phenomena. o Ability to reason logically deepen the understanding of
using induction, deduction, the mathematical concepts.
or analogical thinking. o Ability to think generally and
expansively.

Results
Expression

u These abilities are E. Students express and exchange ideas using mathematical language and reasoning.
not only fixed in the o Ability to understand and evaluate explanations with mathematical expressions.
places. They may
o Ability to explain their own ideas to others using mathematical expressions that
appear in other
respond to objectives of problem or study.
locations.

E. Students attitude and disposition for mathematical problem solving

Human
Quality

o Ability to examine the problem-solving process and results; demonstrate a disposition for evaluating solutions and
reasoning to improve one’s grasp of the problem(s).
o Ability to think from multiple points of view and the discipline to identify and solve a range of problems.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
2
 Emphasizing the importance of mathematical process means caring about key aspects
of engaging in mathematical processes, such as identifying mathematical problems from
phenomena, using mathematics to solve problems, and creating and applying
mathematics. As a multi-faceted endeavor, we can consider these processes as
“mathematical activities” and the observations and reasoning used in these processes as
"mathematical ways of observing and reasoning." Therefore, our research group uses
the inclusive term of "mathematical processes" to represent the totality of the processes
involved in identifying problems from phenomena, using mathematics to solve
problems, and the processes of creating and applying mathematics.
The objective of our research group is to find and map the direction for how to create
(materialize) lessons that intentionally raise the quality of mathematical practices. Our
research group is pleased to take advantage of this research conference where lower
and upper secondary school teachers of Tokyo Gakugei attached schools and regular
lower secondary school teachers are here together to observe and discuss the lesson
that was designed to focus on raising the quality of “mathematical processes." From this
important opportunity as a community of educators, our research team looks forward
to investigating a direction for designing lessons that raise the quality of mathematical
practices.

(2) The Intention of the Lesson

Our intention with this lesson is to create and foster students who can conduct high
quality mathematical processes, namely their ability to demonstrate the processes they
couldn’t conduct well in the past. However, achieving high quality mathematical
processes does not mean only that students can solve problems they couldn’t solve
before. The deeper meaning is that students can revisit the problem-solving processes
after having gained a new point of view or purpose, and they generalize and extend the
ideas gained from their discussions.
To improve the quality of the mathematical processes, it is necessary to teach the
related mathematical content, as well as the process skills. Thus, to plan such lessons,
we need to set up problem-based instructions that require students’ learning about
problem solving in general. But, we also need to prepare problem based instructions
that are particular to the mathematical content of the lesson.
Therefore, in the process of kyozaikenkyu (investigation of instructional materials), we
must carefully focus on discussions of the mathematical processes, including (a)
thinking about students’ anticipated responses for the problems/tasks/materials, (b)
identifying necessary student skills for conducting mathematical processes and setting
these as one of the objectives of the lesson, and (c) thinking about what supports we can
provide to students so they will successfully conduct or demonstrate high quality
mathematical processes. In this lesson, kyozaikenkyu focused on mathematical
processes. I will anticipate students’ mathematical processes based on the topic I select,
identify students’ necessary skills for conducting mathematical processes, set these
skills as objectives, and think about what support(s) I need to provide in to develop
such skills. By doing so, I would like to show that I can plan a lesson that provides
evidence of high quality mathematical processes.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
3
2. “Mathematical Processes” of this lesson

(1) About the Unit Plan and the “Mathematical Processes”

This lesson is in the part of the unit entitled “Letters in Algebraic Expressions.” In
elementary school, students had used symbols, such as ☐ and Δ in equations; for
example, 5 + ☐ = 8 and 3 × Δ = 24. These symbols helped students grasp the
relationship between addition and subtraction or multiplication and division. Students
learned to represent the relationships among quantities within the context of word
sentences, such as (speed) x (time) = (distance) and learned to interpret and
understand the meaning of given expressions and equations.
In lower secondary school, as a foundation for the study of algebraic expressions with
letter symbols, students learned that letters such as a and x may be used in place of ☐
and Δ. They also learned how to express direct and inverse proportional relationships
using algebraic expressions. Moreover, students have experience using quasi-variables;
e.g., thinking about ways to calculate division of fractions or expressing
relationships/patterns in numbers. Building on mathematical studies in elementary
school, lower secondary school students will learn not only about using letters as
representations and manipulating them, but also how to manipulate and interpret
letters as variables, unknowns, and representations of a set. Finally, instead of simply
introducing letters and studying calculations involving algebraic expressions with letter
symbols, we will introduce letter symbols starting with the examination of quasi-
variables (numbers that act like variables) and then, through activities of interpreting
algebraic expressions and their structures, students will use algebraic expressions to
represent mathematical generalizations.
Using letter symbols, students experience numbers not as specific numbers (such as 1,
3, or 0.7), but as a general object of study. They can also express various phenomena as
relationships in the mathematical world. Furthermore, by transforming the given
algebraic expressions or equations, new interpretations may become possible. The
intention here is that through the study of letter symbols, students' mathematical
explorations are deepened and become more refined. Such explorations typically take
place when students try to prove conjectures and/or utilize the ideas of equations and
functions. However, in this unit, instead of simply positioning the current study as the
preparation for those future explorations, the main purpose is for students to
experience mathematical manipulations and interpret their results by (a) representing
a relationship in a real-world phenomenal as an algebraic expression, (b) transforming
it to reflect their own thinking, and (c) interpreting and understanding the algebraic
expressions and equations that other students express. These are all examples of the
mathematical processes that students will experience by the end of the unit.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
4
 (2) About kyozai (instructional material) and anticipated “mathematical processes”

The instructional material I prepare for this lesson is the go stones where the number
of them increase gradually as shown below.

The value of this instructional example is the fact that the actual number of go stones
in each stage of the growing figure is the same as the number of go stones when the
original figure is transformed into a square whose side is the same as the original side at
the base. In other words, the number of total go stones used for the nth number of the
figure can be expressed as 4n, therefore, students may notice that these figures can be
transformed into squares. In this case students are not only interpreting the equations
and understanding the solution processes within which they are engaged, but they are
also interpreting the equations and imagining the transformed figures as squares from
the expressions. This additional thinking process helps students to develop deeper
understanding of the reciprocal relationship between expressions and phenomena.
Although the importance of interpreting expressions and understanding corresponding
phenomena has been stressed previously and often, the process itself is not easy for
most students to do.

Students have experienced processing expressions formally and they have interpreted
expressions to understand the corresponding phenomena; however, they have not
experienced transforming the original phenomena into new form based on the
interpretation of the expressions. Nor have they transformed the expressions based on
the interpretation of the phenomena.
In this unit, the problem asking students to interpret expressions and think about
solution ideas is the “application problem” in the section called “utilizing algebraic
expressions with letters."

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
5
---------------------------------------------------------------------------------------------------------------------
< Application Problem>

We are making squares by lining up n go stones on each side,

as show to the right. Sakura’s idea for finding the total
number of the go stones was shown below.”

Sakura’ idea:
“When I circle in the go stones as shown to the right, each
circle contains n number of go stones. There are four such
circles, so the total number of the go stones can be expressed
as 4n. However, the go stones at the vertices of the square are
counted twice, so the total number of the go stone is 4 less
than 4n. Therefore, the total number of the go stones can be
show as 4n – 4.”

Yuto expressed the total number of the go stone as 4 (n – 2) +

4. Explain Yuto’s idea by drawing circles on the diagram of go
stones, just as Sakura had shown.

---------------------------------------------------------------------------------------------------------------------

The textbook includes several problems that ask students to interpret and describe
what a given expression is representing and to identify the corresponding phenomenon.
This problem, however, is new to students. It asks students to examine a given
expression, interpret the structure, then create a diagram to explain the thinking behind
the expression. This problem provides an opportunity for the students to think about
and understand Yuta’s method; yet, I don't think it is enough experience for students to
develop a deeper understanding of phenomena like this.
If we look at the result of calculations in today’s problem, 4n, it is not easy for students
to define what 4 and n are representing in the phenomenon (original geometric figure).
By going back and forth between the phenomenon and the expression, students need to
recognize that 4n could be representing a square. From this recognition, I want students
to realize that the original figure can be transformed into a square.
To interpret expressions and understand corresponding phenomena well, it is
necessary for students to interpret and analyze the expressions and understand the
corresponding phenomena, and then transform phenomena based on the results and
interpretation of expressions.
The problem in today’s lesson provides opportunities for the students to think and
discuss where 4n is represented in the figure and deepen their understanding of
algebraic expressions with letters and their meanings. This is where I believe, the value
of the kyozai (instructional material) is most evident. The problem helps deepen
students’ understanding of phenomena and expressions. The experience that students
gain from this lesson must help them in the future study of algebraic expressions with
letters, through this experience of expressing expressions and phenomena by
transforming them appropriately based on their way of thinking. Since the students
have been practicing calculating linear expressions, I decided to use this problem in this
lesson.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
6
 In this lesson, I decided to ask students to think about the number of go stones in the
10th figure instead of asking them to think about the number of go stones in the nth
figure. The first reason for that is there are some students who are not used to working
with algebraic expressions with letters. Although drawing the 10th figure is
cumbersome, it is still possible to draw. So the problem is still accessible for all students.
It gives students the chance to produce their own expressions and represent their own
ideas, so they are more likely to participate in the presentation and discussions. The
second reason involves the number of stones for the 10th figure, which becomes 40
stones. The number is simple, so students may think there is some mystery behind the
number. This students’ thinking might motivate them to investigate after finding the
solution, 4n.
I am going to explain the mathematical processes that I anticipate during the lesson.
The actual students’ mathematical processes are not easily described, because their
processes vary greatly and may be complex, including students who go back and forth
between ideas and different solution methods. Therefore, what I will describe here is an
ideal interaction. The ideal mathematical processes that students think through by trial
and error until they resolve the problem.
The first step is to give students time to observe and grasp the phenomena. For
example, students observe the diagrams of the geometrical arrangement of the go
stones, i.e., the first figure uses 4 stones, second figure uses 8 stones, third figure uses
12 stones. "If you know what number the figure is in the sequence and how many stones
increase each time in this function, you can draw the conclusion that with each
increment, “There is 4 times as many as the previous number in the sequence.” If we
apply this thinking (function), the number of stones in the 10th figure can be
determined as 40 stones. The process of finding the number of stones in the 10th figure
can be expressed as 10 x 4 using an expression. Then if we generalize the method, by
replacing 10 with n, we can establish an algebraic expression with the letter symbol, 4n.
Depending on what counting method a student uses, the algebraic expression with
letters can vary. However, when these algebraic expressions are simplified, all the
expressions become 4n. 4n is a simple expression but when you look at the original
figure, it is not easy to identify what 4 and n are representing in the figure. On the other
hand, if you think about what 4n might represent without thinking about the original
figure, the figure that comes to mind is a rectangle that has 4 stones as its width and n
stones as its length, or a square that has four equal n number of stones in each side. This
line of thinking - the interpretations of the expression 4n, leads students to realize they
could transform the original shape into a rectangle or a square.
In general, a proof using expressions with letter symbols, “expressing,” “transferring
(processing),” and “interpreting” of an algebraic expression with letters could become
an issue for students to conduct. In this lesson, “interpreting the algebraic expressions
and understanding the corresponding phenomena” could be an issue. The difficulties of
conducting the mathematical processes described above are not explained in figure 1,
but these are issues specific to the topic of algebraic expressions with letters. Therefore,
it is very meaningful to examine the mathematical processes in the context of algebraic
expressions with letters through kyozaikenkyu.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
7
3. About This Lesson:

(1) Methods for Raising Quality of Mathematical Processes:

During the Research Conference at Tokyo Gakugei University attached Lower and
Upper Secondary School in 2016, I had proposed following four points for the methods
for raising quality of Mathematical Processes.

 Having a long-term view for fostering students’ quality and ability to conduct the
mathematical processes.
 Actualizing the mathematical processes and establishing time for evaluating and
improving the mathematical processes.
 Identifying the ideas that promote the mathematical processes
 Summarizing the lesson focused on the mathematical processes

Using this as the guide, I have written the lesson plan so that it raises the students’
quality and frequency of use of the mathematical processes.

 Having a long-term view for fostering students’ quality and ability to conduct the
mathematical processes.

Students’ quality and ability to conduct the mathematical processes cannot be

developed within one lesson. This quality and ability has to fostered by
consistent instruction over a long period of time. In our research group, we
proposed that “having a long-term view” is the key for developing students' use
of mathematical processes.
To show evidence of this key point, I expect to see the following students’
behaviors: The students in the class will have practiced describing their own
ideas using algebraic expressions with letters. They also interpret other ideas
from their algebraic expressions. If students have developed these types of
abilities, they should be able to apply the same processes in this lesson. However,
even with questioning by the teacher, there will most likely be only a few
students who recognize the relationship between the 4n and squares. I think
many of the students are capable of interpreting algebraic equations and
understanding the phenomena related to them; however, some students will
have difficulty conducting and demonstrating this level of understanding.
The actual state of my students reflects an accumulation of students’ learning
experiences in my everyday instruction. There facility also represents the natural
development of skills that are acquired through many experiences of consistent
instruction and practice. If I think about this point, I realize also that the
mathematical process should be developed over a long time of period; therefore,
my instruction needs to be very intentional in regard to planning and practicing
instructions that focus on interpreting algebraic expressions with letters and
understanding corresponding phenomena. These considerations and careful
attention need to be demonstrated, also, in instructions in the previous grade
level as well as in future grade levels.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
8
  Actualizing the mathematical processes and establishing time for evaluating and
improving the mathematical processes.

In order to develop students’ skills to conduct the mathematical processes, it is

important to help students think consciously about the importance of the
mathematical processes during lessons, evaluate the processes carefully, and
improve the process if necessary. Needless to say, in order to do this, we need to
make sure that the mathematical processes are realized in everyday practice,
observe the lessons with others, and discuss the lessons and students' progress
together.
In this lesson, students will find the number of go stones at the 10 th figure.
Then students will compare the segment when students discuss various different
methods and the segment when students find the solution 4n. Students will
realize that although they were interpreting various algebraic expressions and
relating them with phenomena (how the stones are arranged to find the number
of stones), they have not thought about the calculation results of 4n in terms of
its relationship to the phenomenon. This realization will help students realize
that the algebraic expression 4n can also be interpreted and applied to real
phenomena. This discovery naturally will lead the students’ motivation to use
this new process of thinking. The total process of thinking -- not only thinking
about the algebraic expression 4n, but also the process of thinking about solving
for the 10th figure -- will help engage them in reflecting on their own thinking
process, as well as provide opportunities for improving their thinking.
In order to carry out the discussion of the mathematical processes, I believe
that bansho (board writing), not only helps visualize the thinking process, but it
is the key to supporting the mathematical processes. Bansho provides more than
a record of the results of the problem solving. It represents and provides a
record of the thinking process, allowing students to jointly share their thinking
and understanding; consequently, students can more easily clarify the discussion
and state the agreement clearly.

 Identifying the ideas that promote the mathematical processes.

I have talked about ideal mathematical processes before, but in reality,

students will develop the skills necessary to conduct the mathematical processes
after many twists and turns over a long period of practice. Therefore, it is
important not only to teach the importance of the mathematical practices, but
also to teach the ideas for helping to do the process well. These are ideas to carry
out problem solving. As I mentioned
before, in order for students to conduct mathematical practices for interpreting
algebraic expressions and understand the corresponding phenomenon (ways to
find number of the stones with the diagram), it is important to compare different
ideas that students represent in their algebraic expressions. In addition, students
need to think about making a correspondence between algebraic expressions
and phenomena.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
9
 For example, students may count the total number
of go stones as shown to the left. In this case, by
adding the number of stones in the vertical rectangle,
horizontal rectangle, inner diagonal rectangle, and
outer diagonal rectangle sides, students may
represent the counting methods as 10 + 11 + 10 + 9.
To get the total 40, students may think of 10 x 4, or
10 + 10 + 10 + 10. In this case, students could also
see the expression as moving one stone
from the vertical side of the rectangle to the inner
diagonal side of the rectangle, and realize they can
make 4 groups of 10 stones as the 10 th figure.

To find this solution, the students draw rectangles to create several groups,
such as 10, 11, and 9. They use these numbers to create an expression. Then,
students interpret the expression and deepen their understanding of the
phenomena by connecting the idea represented in both the expression and the
diagram. The reason that students can do this is that they have been
experiencing this kind of thinking consciously before, including experience in
elementary school mathematics. However, they have not had much experience
transforming the original phenomenon into a new phenomenon from the
expression. For this reason, in this lesson, the students need to do the following:
first, recognize the connection between expressions and phenomena; second,
discuss and understand the correspondence between expressions and
phenomena; and lastly, discuss how to interpret 4n which is the result of
calculation of an algebraic expression.
Transforming algebraic expressions and understanding of phenomena are the
most important ideas students learn in the unit of Algebraic Expressions with
Letters. I say this because the practice helps students develop understanding of
algebraic expressions and phenomena. I underscore how critical this is by asking
you to compare the understanding of a student who has memorized the formula
for the composition of trigonometric ratios versus the student who understands
the relationship geometrically. It is the latter student who has a much deeper
understanding of the phenomena.

 Summarizing the lesson focused on the mathematical processes.

According to Nishimura (2011), the summary of the lesson should be focused

on the mathematical processes. In short, the lesson is summarized by reflecting
and highlighting the ideas used to conduct the mathematical processes. In this
lesson, for example, the important point of the summary is to discuss how
students need to think to conduct a high quality “interpretation of the
expressions and the corresponding phenomena;" therefore, a discussion needs to
summarize “comparing the cases that only use numbers to solve the problem
and those that use variables (letters) to solve the problem and “corresponding
the result of algebraic expression to the phenomena." I believe this type of
summary helps students realize this important way of thinking and how it can
establish deep learning.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
10
 The above discussion on points about the methods for rising quality of
mathematical processes can be summarized as follows:

(A) Having a long-term view for fostering students’ quality and ability to
conduct the mathematical processes.
• Having a stance of long-term view for fostering students’ quality and
ability to conduct the mathematical processes
(B) Actualizing the mathematical processes and establishing time for evaluating
and improving the mathematical processes.
• Devising questions and bansho (board writing) to support the
actualization of the mathematical practices.
(C) Identifying the ideas that promote the mathematical processes.
• Comparing expressions with numbers and algebraic expressions
with letters
• Transforming algebraic expressions and connecting the phenomena.
(D) Summarizing the lesson that is focused on the mathematical processes.
• Reflection of ideas use in the mathematical processes.

(2) About the students:

This year, students studied positive and negative numbers (integers) in a unit where
students learned to view negative numbers in the same way they view whole numbers.
Moreover, by studying calculations with integers, including patterns and properties of
operations, they studied what numbers are. During these lessons, I tried to help
students by asking them to "think about 'what needs to be considered;'” to "reflect on
your solution processes;" and to "explain your thinking process in words."
In general, students' mathematical achievement levels are high. For example, when
examining calculations with integers, some students were able to use 3 and -2, as quasi-
variables. Most students were able to understand their mathematical explanations,
indicating that most of them understood the notion of quasi-variables. Therefore, I
anticipate that few students will have difficulty generalizing numbers.
Although few students consider mathematics to be difficult, there are some students
who find it difficult to explain their ideas. Yet, they have experienced how their
mathematical understanding was deepened by clarifying questions other students had.
Therefore, I believe there is a classroom culture where students feel safe to admit
openly something they don't understand. Moreover, many students are willing to share
their ideas in whole class discussions, and they do not hesitate to share even simple
ideas.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
11
 (3) Scope and sequence in lower secondary school:

Domain A:
Domain C: Functions
Numbers and Algebraic Expressions

Grade 7 Letters and Algebraic

Expressions

Direct and Inverse

Equations
Proportions

Grade 8 Calculations of
Algebraic Expressions

Systems of Equations Linear Functions

Grade 9
Polynomials

Functions in the form

Quadratic Equations
of y = ax2

(4) Unit Plan:

Content Anticipated Process Main Evaluation Points
I Section 1: Algebraic • Grasp the phenomenon and • Students are interested in the
expressions with letters represent it with numbers and necessity and merit of using
• Merits of using letters in place symbols. letters to represent
of numbers • Identify variables in numbers relationships/patterns among
• Representing various quantities and represent it with a letter. quantities generally, and they
using letters • Establish an algebraic try to use algebraic expressions
• Learning how to write algebraic expression with a letter with letters to represent
expressions with letters • Interpret an algebraic relationships/patterns and
• Interpreting algebraic expression interpret the given expressions.
expressions with letters • Substitute numbers with the [Interest, eagerness, and
• Substituting values in letters of letter (variable) attitude]
algebraic expressions and the • Students can represent and
meaning of the value of an think about quantities and
algebraic expression relationships/patterns among
quantities in phenomena
generally by using letters.
[Mathematical ways of
observing and reasoning]

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
12
 II Section 2: Calculations of • Find the properties of • Students know how to
algebraic expressions calculations of linear represent
• Relationships between terms expressions. multiplication/division within
and coefficients • Identify preconditions algebraic expressions with
• Combining like terms (properties) for calculating four letters and they try to use them
• Addition and subtraction of operations in the domain of to manipulate expressions.
linear expressions (distributive linear expressions. [Interest, eagerness, and
property) attitude]
• Multiplying and dividing linear • Students are able to think about
expressions (commutative and ways to calculate algebraic
associative properties) expressions with letters by
realizing that calculations with
algebraic expressions as
analogous to calculations with
numbers. [Mathematical ways
of observing and reasoning]
• Students can use algebraic
expressions with letters
involving multiplication and
division by following
conventions appropriately.
They can add and subtract
simple linear expressions.
[Mathematical representations
and manipulations]
III Section 3 Applications of • Grasp the phenomena and • Students can represent and
algebraic expressions with represent phenomena with think about quantities and
letters numbers and symbols. relationships/patterns among
• Quantities represented by • Identify variables in numbers quantities in phenomena
algebraic expressions and represent it with a letter. generally by using letters.
• Algebraic expressions that • Establish an algebraic [Mathematical ways of
represent relationships expression observing and reasoning]
• Interpret an algebraic • Students are able to represent
expression and understand quantities and
corresponding phenomenal relationships/patterns among
• Using letters to represent the quantities in phenomena using
relationship of quantities with algebraic expressions with
an algebraic expression letters, and they can interpret
given algebraic expressions.
[Mathematical representations
and manipulations]
• Students understand that by
using letters quantities, and
patterns, quantitative or
functional relationships can be
represented generally or
interpreted from the given
algebraic expressions with
letters. [Knowledge and skills
about numbers, quantities, and
geometric figures]

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
13
 (5) About this Lesson:

 Goals of this Lesson

• Students are able to express the quantities, relationships among quantities, and
rule of patterns in a phenomenal using algebraic expressions with letters. In
addition, they are also able to interpret the algebraic expressions with letters
and understand the quantities and quantitative relationships of the phenomena.
• Students understand the importance of comparing and discussing quantities and
letters in algebraic expressions, and making connections between/among the
transformation of algebraic expressions and phenomena. Because these actions
help them conducting high quality mathematical processes.

 Flow of the Lesson

Tim Main Learning Students’ activities and their anticipated  Things need to
e Activities responses remember
 Evaluation
5 [Introduction]
min.
Posing problem

 Paste the poster of

the problem on the
board.

1st 2nd 3rd 4th 5th

1st

“How many “The first one has 4 stones.”  Try not to discuss
stones are there “The second one has 8 stones.” how the number of
in each figure?” “The third one has 12 stones. stones increases
“It looks like the number of stones because it will have
increases 4 stones each time. “ and effect on students’
problem solving.

10
min. Hatsumon: How many stones are in the 10th figure? Show how you
can find the number of stones using an expression.
 Walk around the
classroom and
[Solving the (1) Count by putting check mark. monitor how students
problem on (2) Use table are solving the
their own] problem.
No. of figure 1 2 3 4 5 6 7 8 9 10
No. of stones 4 8 12 16 20 24 28 32 36 40

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
14
 (3) Slice horizontally and add
 If see students who
2+3+3+3+ … +3+11 are not showing their
work, ask them to
think about how they
counted the stones
and if they can
represent the counting
(4) Move stones to the bottom method into an
expression. Or at
11+3+3+3+ … +3+2 least, write about their
thinking.

 The stones could be

mover to the left side
instead of to the
bottom. The
(5) Slice horizontally and use expression remains
multiplication at the middle part the same.

2+3 x (6-1) +7  Confirm with the

students that the
methods (3), (4), and
(5) are basically the
same method.

(6) Split vertical, horizontal and inner

and outer diagonal parts  It is easier for
students to make a
10+11+10+9 group of 10 when
counting. Be sure to
notice this method.
Even if none of the
student show this idea,
the teacher will share
the idea.

(7) Split vertical, horizontal and  It is easier for

diagonal parts students to
understand to transfer
10x2+2x10 from 10 groups of 2
(2x10) to 2 groups of
10 (10x2), therefore,
the method (7) will be
shared to the students,
even if none of the
students came up with
this method.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
15
 (8) Subtract overlapping square part  The method (8)
form the two shows an incorrect
rectangles. solution. If none of
(wrong students came up with
solution) the idea of
transforming the
(11x2+4x2)x2-5x4 shape into rectangle or
square, this method
will be shared even
though it is an
(9) Move stones from the diagonal part incorrect solution.
into the vertical and horizontal
rectangles.  If students do not
come up with the
(9x2)x2+4 method (13), the
methods (9) or (14)
will be sheared.

(10) Similar to method (9).

Subtracting the overlapping square
part.

(11x2)x2-4

(11) Cut the figure into two

halves. Add vertical and diagonal
parts, then double it. At last add two
stones that are not in the boxes.

(10+9)x 2+2

(12) (10+9)x2 (incorrect

solution) Using the same method as
(11), but forgetting to add two
remaining stones at the end.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
16
 (13) Make a square by filling  The method (13)
with stones, then subtract the two will be shared because
triangular parts. it will help students to
notice the methods
11x11-9x9 related to the square.
If none of the students
came up with this
method and students
do not think about
changing the shape
(14) Adding 2 extra stones at the into a rectangle or
top and at the side square, the teacher
will share the method.
9x4+4

(15) Count by two’s (This  This method cannot

method cannot be generalized) be generalized using
algebraic equations
2 x 20 with letters.

(16) 4+4x10 (wrong solution)

Using the table to solve the
problem, but miscounts the number
of increases.

(17) Wong solution of  If the method (6)

11+11+10+9. Using the method (6) did not come from the
but counts the left bottom corner students, use this
stone twice. method. However, this
is an incorrect
(18) (10x2+8x2)x2-9x4: an solution, so it is
incorrect solution. Using the important to make
method (8) but makes mistakes sure to explicitly
counting the number of stones in discuss what the
the vertical side and horizontal side. misunderstanding is.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
17
10 [Sharing and  It is important to
min. Discussing] focus on students’
interpretations of the
expressions. Thus, the
student presentation
will be done by
sharing expressions.
Then, ask other
“What is happen • It will be 4n students to explain the
to the number • It will be n+(n-1)+n+(n-1) presented solutions. (I
of stones when • It will be (n+1)2(n-1)2 use this practice in
it is in nth • If we calculate all of them, they all everyday classroom.)
figure?” become 4n.  Confirm with
students that the
result of calculations is
4n. The students do
not know how to
calculate method (13)
to get 4n since they
have not learned
factorization. At this
point, simply tell
students the result of
calculations should be
4n.
5 “When we • I thought about where the numbers
min. discussed the are represented in the diagram.  I’m hoping that
expressions that • I looked at the expression and students will come up
use numbers, thought about how the person with the anticipated
what did you counted the stones. responses to the left. If
do?” • I wondered if there is any other way there is no response, I
to write the presented expression. will ask the students
• I thought about whether or not the what they did in order
presented expression is correct. to understand other
• I wondered if I could extend the students’ expressions.
presented expression.

Hatsumon: Where 4n is represented in the diagram? Let’s think about what 4n

mean in the diagram.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
18
10 [Solving  If I see students
min. problem on • If we move the stones at the who are not working, I
their own] diagonal part to the top and to the will ask them to think
right, the figure will be a square. about where the 4n is
coming from and how
we are getting the 4n.

 If it is necessary, I
will ask the same
• If we move the triangle part that do questions to the class,
not have stones, I can make a even if students could
square. not finish the solution
completely.

• Move the stones to create a

rectangle whose height is 4.

Move pink stones to

the red circles

Move yellow-green
stones to the green
circles

Light blue stones to

the blue circles

5 [Sharing and  Make sure to bring

min. Discussing] up these two methods
on the left.
 If the idea of square
does not come from
the students, ask
students if they could
they make a rectangle
with four groups of n
stones.
 If students came up
with the idea of using
rectangle, make sure
to choose and discuss
the method.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
19
5 [Summarizing]
min.
“What did you • When we simplify the algebraic  While students
think about? expressions, we can get the simple write their reflections,
What did you algebraic expression. When we walk around and read
learn?” think about the simple algebra there writing. Identify
expression with the original figure, good responses and
we can see that we are able to ask these students to
transform the original figure to the share what they wrote.
different figure.
• First, I did not understand how
people find the number of stones
from the expressions, but when I
look at the diagram and think about
how the numbers are represented
in the diagram, I felt it is possible to
understand.

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
20