ASSURE Technology Lesson Plan 1

Matalin Hadnagy
UIS 350, Fall Semester

ASSURE Model Instructional Plan

Multistep Linear Equations
8th Grade
Mathematics
Lesson length: 1 hour (one class period)

Analyze Learners

This 8th grade class is made up of:

Total Students: 23
Males: 11
Females: 12
Students with Low learning skills: 3
ESL Students: 2
Hearing Impaired Students:1
Students with SPL/IEP: 2
Visual/Spatial learners (approximately 1/2 of students)
Kinesthetic learners (1-2 students)
Verbal/linguistic learners (3-4 students)
Interpersonal learners (1-2 students)
Logical/Mathematical (2-3 students)

State Objectives

8.PFA.4 The student will write and solve multistep linear equations in one variable, including
problems in context that require the solution of a multistep linear equation in one
variable.
Students will demonstrate the following Knowledge and Skills:
a) Represent and solve multistep linear equations in one variable with the variable on one or
both sides of the equation (up to four steps) using a variety of concrete materials and pictorial
representations.
b) Apply properties of real numbers and properties of equality to solve multistep linear equations
in one variable (up to four steps). Coefficients and numeric terms will be rational. Equations
may contain expressions that need to be expanded (using the distributive property) or require
combining like terms to solve.
c) Write a multistep linear equation in one variable to represent a verbal situation, including
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Matalin Hadnagy
UIS 350, Fall Semester

those in context.
d) Create a verbal situation in context given a multistep linear equation in one variable.
e) Solve problems in context that require the solution of a multistep linear equation.
f) Interpret algebraic solutions in context to linear equations in one variable.
g) Confirm algebraic solutions to linear equations in one variable.

Board of Education Commonwealth of Virginia. (2023). Mathematics Standards of Learning for

Virginia
Public Schools (8.PFA.4). Just in time Quick Check Standard of Learning p. 62 ... - virginia.
https://www.doe.virginia.gov/home/showpublisheddocument/48908/638351311104670000

Select Media, Materials, and Methods

Media:
Laptop with access to the internet
Projector and necessary cables

Materials:
White board 25-Question Worksheet Calculators (for SPL/IEP Learners)
Expo markers Notebook paper Extra pencils
White board eraser Answer Key Extra erasers

Methods
Whole group introduction of multistep linear equations and their purpose
Whole group time of instruction, reminding students of properties, order of operations, and
introducing the variable x
Whole group practice solving multistep linear equations
Individual practice (intended to be started in class, and whatever is not completed in class is to be
done at home for that night’s homework)

Utilize Media, Materials, and Methods

Media:
Laptop with access to the internet – Intended to be used for 2 purposes: (1) instructor can view lesson
plan and example problems using Google Docs, (2) teacher can use Google Earth for visual examples
Projector and necessary cables – Use to project Google Earth visuals
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Matalin Hadnagy
UIS 350, Fall Semester

Materials:
White board, Expo markers, & white board eraser – TTW use these tools for introducing
concepts/rules and working through example problems
25-Question Worksheet – Use to gauge student understanding and give students the opportunity for
individual practice with the concepts
Notebook paper (optional) – Useful for students who may need extra room to show work/steps
Answer key – Intended for instructor to be able to efficiently grade student papers
Calculators – Can be used by students with IEPs or SPLs to check work and ensure no computational
errors are made
Extra pencils & erasers (optional) – Students can use these tools in their individual practice if they do
not bring their own

Methods:
Whole group introduction of multistep linear equations – TTW introduce this topic by providing a
word problem that displays why these kinds of problems are useful/relevant, and Google Earth to
provide a visual demonstration for students. The introductory word problem will read:
“The perimeter of the state of Virginia is approximately 1,161 miles. For the purpose of this
problem, think of Virginia as a triangle. The base of the triangle is approximately x miles. The
left side is 30 miles larger than the base. The right side of the triangle is one half of the left side
plus 38.5 miles. What is the value of x? Knowing the value of x, figure out the length of the
other two sides of the triangle.”
Whole group time of instruction – TTW begin by reminding students of multiplication and addition
properties, specifically the distributive property. TTW then introduce the “Please Excuse My Dear
Aunt Sally” (parenthesis, exponents, multiplication, multiplication, division, addition, subtraction)
mnemonic and provide examples to explain the topic of order of operations. Next, TTW explain the
variable x and how one would solve for it using the order of operations.
Whole group practice solving multistep linear equations – Before individual practice, TTW walk
through several example problems, including the word problem presented at the beginning of class,
so that students can become more comfortable with the application of the topic.
Individual practice – TSW be given a 25-question worksheet with a combination of computational
and word problems so that their individual understanding of the topic can be tested and they can be
given opportunities for more practice

Require Learner Participation

Whole Group Introduction of Multistep Linear Equations:

To introduce the topic, TTW present a word problem and a Google Earths visual that can only be
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Matalin Hadnagy
UIS 350, Fall Semester

solved through the use of a multistep linear equation. Before the topic is introduced, students will be
given the opportunity to share their thoughts and ideas about how they believe the problem can be
solved. In this way, student engagement will be high at the beginning of the lesson, and students may
feel more excited about the topic if they are able to contribute to a “discussion.” Student engagement
also may increase if students are aware that this concept can be useful in a real-world situation.

Whole Group Time of Instruction:

When providing the background information that is relevant to this lesson, topics such as the
distributive property of multiplication will be covered. TTW ask questions such as “Does anyone
remember the distributive property of multiplication?” in order to increase student participation and
engagement. When introducing the topic of order of operations and providing students with the
PEMDAS acronym, TTW have students try to figure out each letter of the acronym.

Whole Group Practice Solving Multistep Linear Equations:

TTW walk through one to two computational examples solving multistep equations, and then show
how to solve the word problem that was presented at the beginning of class. TTW then give more
examples (computational and word problems), allowing the students to demonstrate their
understanding of the subject, but TTW still be available to guide students if they are to make any
mistakes in the process of solving the equations.

Individual Practice:
TSW be given a 25-question worksheet in the last fifteen minutes of class that will contain multistep
linear equations (computational and word problems). TTW still be available to answer any questions
the students may have, but it will be strongly encouraged that students do their best to solve the
equations on their own. This worksheet will be useful in providing students with extra practice, and
the opportunity to work with these concepts on their own time.
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Matalin Hadnagy
UIS 350, Fall Semester

Evaluate & Revise

Student Performance:
The students will mainly be evaluated based on their performance on the multistep linear equations
worksheet. The main focus will be their understanding of how to apply (a) multiplication and
addition properties and (b) order of operations to solve for the variable x. That being said, while it is
ideal that students get the correct answers, TTW give partial credit to students who show their work,
as this helps the teacher to better understand students’ thought processes, where any mistakes may
have occurred, and how to better help students understand the concept. A score of 80% or higher
(approximately 20 or more correctly answered questions) signifies a solid understanding of the
concepts.

Instructor Performance:
The questions asked during the lesson and individual practice can help the teacher understand how to
explain the subject matter better. Another way teacher performance can be gauged is through
observation of how well students perform the steps during the whole group practice. The final (and
probably most obvious) way the teacher can evaluate their own performance is by assessing student
performance on the multistep linear equations worksheet. Because showing work is encouraged, the
teacher can determine whether mistakes were made in areas where their instruction/explanation needs
to improve, or if simple, careless computational errors occurred on the students’ ends.

Media Performance:
The media used during the lesson should ensure that teachers stay on track during the lesson and also
provide a visual that helps students better understand the real-world application of multistep linear
equations. If the lesson plan is easily accessible to the teacher throughout the lesson, then all of the
points that need to be covered will be addressed, the problems that need to be solved will be solved,
and all of the required materials will be available. If Google Earth does not glitch, then it should
provide students with an appropriate visual that aids in their understanding of how to solve a
multistep linear equation in the form of a word problem. If all of this is achieved, then the technology
was used successfully.