UH Lesson Plan Template

Note: Instructional suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.

First and Last Name Maggie Chandrapaul

Lesson Overview
Lesson Title Can you model and solve?
Lesson Description Students will complete a matching activity within a small group in which they will model, write,
and solve one variable equations with variables on both sides.
Unit Title Writing and solving equations or inequalities.
Real world
Dubb’s UBER service charges $2.50 per mile and a $10 service fee. Ms. C taxi cab charges a $3
applications/
service charge and $3.50 per mile. At what point will they charge the same amount?
connections
8.8 c
Content Area
Standards Model and solve one-variable equations with variables on both sides of the equal sign that
Alignment represent mathematical and real-world problems using rational number coefficients and
constants.
Technology N/A
Standards
Alignment
Learning intention: TSW be able to use algebra tiles to model and solve equations, and solve
Objectives equations without the tiles. Success criteria: I will use algebra tiles to represent different equations
and solve equations with/without the models.
8th grade. This lesson is developmentally appropriate for this age student because they have
Grade Level already begun to write equations/inequalities from real world scenarios, and will have been
introduced to using algebra tiles to model an equation.
Estimated Time
Needed for this 50-minute class period
Lesson

Resources/Materials/Tools

Terms/Vocabulary Model, solve, variable, constant, coefficient

Technology  Calculator
resources o Students should pick up their calculator as they walk into the classroom. This allows
(hardware, students to practice using their calculators before they take their STAAR, so they feel
software, websites, comfortable with the functions on the calculator. Also, students vary from readiness
Technology- levels and some do need to use a calculator to compute numbers when solving for
Enhanced Lesson the missing variable. Moreover, calculators can validate students work. I still expect
Supports), and students to show their work, so they can use their calculators to re-check their work if
rationale for why they may have gone wrong.
each is vital for
instruction:

 Interactive Notebook
Non-Technology o Students should bring their ISN’s to every class, so that they can take notes and place
resources and any given handouts in their notebooks. This will support students’ learning because
rationale for why they can easily refer to their notes when working on in-class activities, individualized
each is vital for projects or when completing homework.
instruction:
 Lesson Procedures
Resource
Stage of Lesson Step-by-Step Lesson Sequence Lesson Management
Management
This template is built A step-by-step description of the scope and Describe how each Cite specifically
on the traditional sequence of lesson activities, with estimated time on stage of the lesson will what resources
“Madeline Hunter” task noted in parentheses for each step. In other be managed, for this activity
type of lesson words, completely describe the flow of the lesson, including role of (non-technology
structure. The the content to be presented, and the strategies to teacher and learners and technology)
format can also be be used. The more detailed you make this (who is doing what at will be used, and
used with 5 E . . . or description, the more likelihood you will anticipate each point), location describe in
another lesson plan any challenges or teachable moments that might (e.g., classroom, detail how they
scheme . . .this is occur. Include actual words you will use and computer lab, will be used.
where you can questions you will ask students. Consider items such outside), and any Note who will be
customize to fit your as: parts of the lesson that might be difficult, and special using the tool
purpose. how you will know whether you can go on; how to considerations, such and in what
ensure that students completely understand as for differentiated ways. Note any
directions before releasing them to work instruction. safety
independently; and what students will do if they finish considerations
their work early. needed.

Focus/ At this stage, all When students

Do now:
Anticipatory Set students should be take their seats
(motivational hook) x + 4 = 2x – 6 seated quietly at their they will either
Give each student a note card. How would you desks once they enter receive a note
model and solve this equation? Without using the the classroom and card walking in
algebra tiles, draw your model on the notecard and should read the or it will be on
solve the equation. Do this individually. (2 mins) Share instructions on the the desk.
your model with your group members. Come to an screen and begin. I Students will
agreement on the best model that represents the will be walking draw their model
equation. We’ll have group share. (3-4 mins) around the class and/or solve the
monitoring students to equation without
see who all is a model.
following Student may
expectations as well look at their ISNs
as listening to their if stuck.
discussions. When we
regroup as a class I
will be circulating
when a group shares
their model.

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UH Student Teaching Handbook
 Content Input While I briefly talk For the matching
 When we are solving one variable equations,
(could include about the steps to activity, students
what’s our goal? (To isolate the variable; that
content outline, solving one variable should have
means we want to get it by itself on one side
presentation equations and/or paper out when
with a number on the other side, it’s value)
format, questioning, modeling how to they must solve
o To do this, whatever you do on one side
modeling, model and solve the equations
of the equal sign, you do unto the other
examples) with/without algebra without using the
side. Simplify both sides as much as
possible (clear fractions, combine like tiles, students will algebra tiles.
terms, distribute), move all variables to already be in groups. Each small
one side and all constant terms to the In their small groups, group will be
other side (do opposite of what is given; they will work on the given a different
addition or subtraction), isolate variable card matching set of cards to
(make the coefficient 1) on one side activity. I will be match once
and the solution on the other side, and circulating and they have
check your solution by substituting it monitoring to be sure correctly made
back into the original equation. they are on task and their matches by
 Matching activity (25-30 minutes) following directions. creating the
o In groups, for the first set of 3 questions, Questions I could ask: correct models
you will have to model using algebra Why did you decide and equations
tiles the given equation, use the tiles to to model the with work shown.
solve it and then match that equation to equation like that?
the correct card. Once you have What do these tiles
correctly matched all 3 problems, you represent? How did
will be given the next set. Raise your you solve this
hand when you have matched I will equation? Are you
check. able to identify the
o The second set of 3 questions, you have coefficients, variable,
to match the card with the equation to and constants? Is this
another card with the answer on it, but answer reasonable?
for these you will have to solve without Justify it.
the tiles and on your own paper.
o The last set of 3 word problems, you will
have to write the equation then match
to the correct answer.
Guided Practice If I need to do guided For the guided
If there is time for guided practice examples of
(identify students problems I would give either on a handout or have practice, it would be practice, I have
who failed to them copy into their notebooks: mostly directed a resource that
master lesson towards students who will either be
3y + 1 = 4y – 6 2 + 6x = 1 – x 5y + 4 = 4y + 5 are struggling with the printed out and
objectives)
Domino’s pizza charges $2.50 per topping and $10 concept. Student given to those
for a large pizza. Little Tony’s charges $7.99 for a questions are who are falling
large pizza but $0.50 per topping. How many encouraged, so that I below where I
toppings would it take for Domino’s to cost the same can clarify any would like them
amount as Little Tony’s? uncertainties. I will be to be, or I will
watching their facial have them copy
Oliver and Felicity were each given the same pair of expressions and them into their
numbers. Oliver’s description of the two numbers gestures, so that I can ISNs. Rather than
was: the larger number is 30 more than the smaller get a feel for who is have students
number, s. Felicity’s description of the two numbers understanding and complete these
was: twice the smaller number decreased by 10 is who needs more individually, I will
the larger number. Which equation represents this direct attention. provide direct
situation? instruction in a
small group.
Students should
refer to their
notes for help.

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UH Student Teaching Handbook
 Independent Students are working Students are
An assessment will be given in the form of a short
Practice by themselves. I will expected to
multiple choice quiz. Students will have
(vertical expansions circulate around the actively use their
approximately 15 minutes to complete the quiz notebooks to
of lessons; re- room to monitor their
independently. (start 11:45) practice the
teaching and work, and to make material covered
enrichment) sure they remain on in class, and to
task. I will answer any refer back to their
questions and offer notes when
probing/guiding possible.
questions, so not
necessarily giving
them the answers, but
getting them to arrive
at the answer on their
own.

Closure Before students leave, we will look back at our As the teacher, I will be The PowerPoint will
circulating around the be open as we
agenda and restate the learning intention and
room as we wrap up look back at the
determine if they have reached the success criteria. I and restate the agenda and
will ask for students to share what they learned. objective. Shortly after I objective. Exit
will be waiting near the tickets will be
 After students share what they learned, they will
door, so students can printed out before
be given an exit ticket. The question to answer easily hand in their exit class for students
will be “How are the algebra tiles helpful when ticket. I will also walk to complete. It will
solving equations? Do you like using the tiles or around briefly while be handed to me
do you prefer not to use them?” They may hand students work on before they leave
it to me on their way out. When you are done, completing the exit class. This will not
please be mindful of others as they finish. ticket. Students during be taken for a
this stage should grade, but rather
independently fill out the lets me know
exit ticket. where each
student stands,
and what he/she
has learned from
the lesson.

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UH Student Teaching Handbook
 Plans for Differentiated Instruction/Accommodations

 While students are working, I will be sure to check on their work to see where they are at.
Special Education  I will provide visual cues along with written/verbal instructions, if need be, so students will
Students understand what is expected of them.
 Modified time to finish independent work, if need be.
 Use cooperative learning strategies such as working in pairs/groups.
 Provide handouts so students can fully grasp what is expected of them.
 I will slow my speech down and use shorter sentences, so students will not become confused
English Language or overwhelmed with the mathematical language I use.
Learners  Use visual representations to introduce new vocabulary.
 Include Think-Pair-Share so students have enough time to process their thoughts and
participate in discussions.
 For the most part students will be working in small groups on a matching activity and once
they finish they will be given a post-test (Exit ticket) to complete. For students who are working
at a higher academic level, and who have finished their post-test before the bell rings, I will
have different real world scenarios in which they will have to model, write, and solve the
equation.
Gifted and Talented  I could give students a performance task in which they have to create their own word
Students problems. They would have to create a word problem where a one variable equation with
variables on both sides can be written, and they should be unlike any of the problems we
have been working on in the class examples. They should determine the correct model for
their word problem(s), draw the model under their problem, write the equation, and
determine the solution. They should then teach it to a classmate or have a classmate work on
their problem.

Potential Challenges/Plan B
 If the pace is too quick, I will allot time for guided practice for those individuals who need more directed instruction.
On the other hand, if students finish early, I will have more practice problems available to them in which they can
copy and work on in their interactive notebooks.
 If students are struggling making models or solving the equations in their small groups, I will regroup as a whole group
and using the document camera will ask students to walk me through any one of the equations on their cards. I will
ask students to show me how they would model the equation, and walk through the steps to solving it.

Assessment
I will use a variety of formative assessment techniques to ensure that my students have mastered the objective. For one,
as I present the material, I will offer probing questions to my students to measure their understanding. I will listen to their
justifications of why their answer seems reasonable or correct. If there is time during the presentation of the content, I will
implement the think-pair-share strategy, so I can informally assess what they understand as the lesson progresses.
Additionally, I will be mostly observing students as they work on the matching activity in their small groups. I will also have
students give me a thumbs up, down, or sideways to show me if they are understanding, somewhat understanding, or
need more direct instruction. Lastly, when I begin to wrap up the class, I will provide each student with an exit ticket. The
exit ticket will most likely be a short multiple choice quiz in which they show me what they have learned today pertaining
to the success criteria.

Notes and Credits*

Mentor teacher will provide algebra tiles
I created the quiz and cards myself

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UH Student Teaching Handbook