Lesson Plan Assignment

Name: Lindsey Lash and Jessica Walton Grade: 7th Subject: Math/Algebra
*Must obtain approval from the classroom teacher prior to delivering the lesson
Classroom Teacher Name: Mrs. Lash
Classroom Teacher Signature of Approval:_______________________________
Behavioral Objective(s):
-Introduce and implement DRAW for algebra strategy
-Review two-step equations
-Practice two-step equations
-Participate in review game

Pennsylvania State Standard(s):

Standard Area- 2.2: Computation and Estimation
Grade Level- 2.2.7: GRADE 7
Standard- 2.2.7.B: Add, subtract, multiply, and divide whole numbers,
decimals, fractions, mixed numbers, or integers.
Standard M7.A.3.2: Compute accurately with and without use of a
calculator.
Standard- 2.2.7.C: Use the order of operations to evaluate numerical
expressions.
o Assessment Anchor- M7.A.2: Understand the meanings of
operations, use operations and understand how they relate to
each other.
Anchor Descriptor- M7.A.2.1: Complete calculations by
applying the order of operations.
Standard Area- 2.8: Algebra and Functions
Grade Level- 2.8.7: GRADE 7
Standard- 2.8.7:A: Use the concept of equality to demonstrate
understanding of properties applied to rational numbers (e.g. identity,
distributive, associative, commutative).
o Assessment Anchor- M7.D.2: Represent and/or analyze
mathematical situations using numbers, symbols, words, tables
and/or graphs.
Assessment Descriptor- M7.D.2.1: Select and/or use
appropriate strategies to solve or represent equations or
expressions.
M7.D.2.1.1: Select and/or use appropriate
strategies to solve one-step equations (no
negative numbers).
M7.D.2.1.2: Use substitution of one and/or two
variables to simplify expressions (whole numbers
only- use order of operations).
o Anchor Descriptor- M7.D.2.2: Create
and/or interpret expressions, equations or

inequalities that model problem

situations.
o M7.D.2.2.1: Identify expressions,
equations or inequalities that model
mathematical situations (using whole
numbers or decimals, no more than two
operations and one variable).
II.
Materials and/or Equipment:
-iPad
-Macbook
-White boards
-Markers for white boards
-Prizes
-Bingo Chips
-DRAW for algebra handout
- Practice worksheet
III.

Activities and Procedures

Introduction (a "hook" to grab the student's attention: actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson. To put
students into a receptive frame of mind, to focus student attention on the lesson, to
create an organizing framework for the ideas, principles, or information that is to follow
(c.f., the teaching strategy called "advance organizers to extend the understanding and
the application of abstract ideas through the use of example or analogy. Used any time a
different activity or new concept is to be introduced.)
In order to grab the students attention, start by showing 1-2-solve! The video is
informative, but also connects to the students generation.
http://www.youtube.com/watch?v=1HLGsKYoUU0
The video allows the students to think about the past material they learned. The video
starts to review the material for the students upcoming test next week. After the video is
over ask the students what they learned from the video, and how they can apply their
knowledge to the review session.
1. Connection to previously learned material:
The lesson is focused on reviewing for the upcoming test. The previously learned
material will be connected through a video, handout, and a review game.
2. Focus of Attention (Check all that apply):
__X__Visual
__X__Verbal
__X__Kinesthetic (Hands On)
3.

Teacher says:

Development (Incorporation of UDL throughout the lesson and follow-up: Multiple

means of Representation, Action, and Engagement: Student Adaptations, Usage of
Assistive Technology)
1. Input (The teacher provides the information needed for students to gain the
knowledge or skill through lecture, film, tape, video, pictures, etc.) (Keep in mind UDL:
Multiple means of Representation, Action, and Engagement and meeting the
needs of multiple learners)
-Start lesson by having students watch 1-2-solve! video.
-Pass out Draw for algebra handout.
-Introduce DRAW for algebra strategy to class.
-Review problems together as a class.
-Implementing the DRAW for algebra strategy.
-Ask students if they have any questions.
-Divide students into two teams.
-Explain the Bingo game to all students.
-Handout information sheet to ELL student.-Pass out whiteboards and markers
to all students.-Have two students go to the board, at a time, to solve the two
step equation.-The students in their seats will be solving the equation on the
marker board.-After solving the equation and circling the correct answer on the
board, have the student touch the correct answer on the teachers iPad.-The
students at the board are racing to earn three chips for their team.-The team
with the most chips at the end of the game period is the winning team.
-The game period ends when the Bingo game is won on the teachers iPad.Pass out prize to winning team.
2. Modeling (Once the material has been presented, the teacher uses it to show
students examples of what is expected as an end product of their work. The critical
aspects are explained through labeling, categorizing, comparing, etc. Students are taken
to the application level (problem-solving, comparison, summarizing, etc.) (Keep in mind
UDL: Multiple means of Representation, Action, and Engagement and meeting the
needs of multiple learners)
-The DRAW for algebra strategy will be written on the board for students to reference.
-Also available as a handout to each individual student.
-As teachers, we will both model how the activity is to take place.
-One acting as the teacher, the other acting as a student.
-The teacher, Miss Walton, will recite the question aloud while writing the
question on the board. Miss Lash, posing as a student, will copy and solve the
equation following the correct process. (Modeling how the student at the board
is to complete the equation.)
-Showing the students to write out ALL work, and circle the final answer.
-When the answer is final on the board, the student at the board will find the correct
answer on the iPad.
-Miss Walton and Miss Lash will check for correct answers from the students not at the
board by looking at the answers on the white boards. (Mrs. Lash will also help check for
correctness.)
-The team will gain three chips if the student at the board answers the question correctly

before the other student.

-A team will gain two chips if the question is answered at the board correctly, but after
the first student.
-A team will gain one chip if they have the most correct answers on the white boards.
-Tallies will be kept on the board.
-At the end of the game, the team with the most chips will be rewarded with a prize.
3. Checking for Understanding (Determination of whether students have "got it"
before proceeding. It is essential that students practice doing it right so the teacher must
know that students understand before proceeding to practice. If there is any doubt that
the class has not understood, the concept/skill should be retaught before practice
begins.)
(Questioning strategies: asking questions that go beyond mere recall to probe for the
higher levels of understanding; Bloom's Taxonomy of Educational Objectives knowledge,
comprehension, application, analysis, synthesis, and evaluation. Also consider wait-time,
different methods of answering, etc for all learners) (Keep in mind UDL: Multiple
means of Representation, Action, and Engagement and meeting the needs of
multiple learners)
The review game is checking the student's understanding for their upcoming test
next week. The purpose of this lesson is to reinforce the previously learned material.
Students will have the opportunity at all times to ask questions about the lesson. In the
introduction students are being probed to recall their prior information while watching the
video. Also, the DRAW for algebra strategy has students think about the steps
necessary to achieve the correct answer in a two step equation.
In order to reinforce mastery of two-step equations, when going to the board
the teacher will correct any mistakes and make sure the student understands what they
did wrong, and how they can fix it. Meanwhile, the other teachers in the classroom will
go around answering any questions from students at their desks, making sure they are
following the proper processes to achieve success.
4. Guided practice (An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the teacher's direct
supervision. The teacher moves around the room to determine the level of mastery and
to provide individual remediation as needed '"praise, prompt, and leave.") (Keep in mind
UDL: Multiple means of Representation, Action, and Engagement and meeting the
needs of multiple learners)
The students will demonstrate their learning this lesson by participating in the review
game. The students will be under the supervision of all three teachers in the room. The
teachers will provide assistance if needed. The students will be praised for correct
answers, but will also be prompted to continue their excellence by completing as many
problems as possible, correctly.
5. Conclusion (Those actions or statements by a teacher that are designed to bring a
lesson presentation to an appropriate conclusion. Used to help students bring things
together in their own minds, to make sense out of what has just been taught. "Any
questions? No. OK, let's move on" is not closure. Closure is used: a. to cue students to
the fact that they have arrived at an important point in the lesson or the end of a lesson,
b. to help organize student learning, c. to help form a coherent picture, to consolidate,
eliminate confusion and frustration, etc., and, d.to reinforce the major points to be

learned...to help establish the network of thought relationships that provide a number of
possibilities for cues for retrieval. Closure is the act of reviewing and clarifying the key
points of a lesson, tying them together into a coherent whole, and ensuring their utility in
application by securing them in the student's conceptual network.) (Keep in mind UDL:
Multiple means of Representation, Action, and Engagement and meeting the
needs of multiple learners)

6. Modification for Individual Differences (* UDL Differentiation, Engagement,

Accessibility; Student Adaptations Usage of Assistive Technology, etc.):
In order to modify the curriculum for individual differences, the use of an iPad, as well as
Google Translate is especially important. In this specific classroom, there is an English
Language Learner, who is relatively new to the United States. To effectively
communicate with this student, the incorporation of body movement, hand signals, and
translation is necessary.
- Translated Handout
- Google Translate (if necessary--to help ask/answer questions)
Note: The student is very intelligent and excels in math. The numbers are
universal to her; therefore, she does not need translation of numbers, only
words.
- The student will be able to participate in the class activity because anything
that needs to be translated for her use will be taken care of.
- Notes, worksheets, and information will be available and accessible in the
classroom for this student as well as others. If the information needs to be
translated, it can be done so using Google Translate.
7. Student Evaluation (How will you evaluate student learning? Keep in mind
UDL: Multiple means of Representation, Action, and Engagement and meeting the
needs of multiple learners)
The DRAW for algebra strategy will be represented on the board and on a handout.
The students will be engaged through a video, handout, and a review game. Student
learning will be evaluated through problem solving. The students will solve the problems
on the chalkboard and on the whiteboard.
Students will be evaluated on class participation, and the amount of problems answered
correctly. The evaluation will also be continued by the take-home assignment, where
evaluation will come from the amount of questions answered correctly, the research put
into the assignment, and the answer to the open-ended question.
8. Independent Practice (Write a description of what student can do once they have
mastered the content or skill, it is time to provide for reinforcement practice. It should
provide for enough different contexts so that the skill/concept may be applied to any
relevant situation...not only the context in which it was originally learned. The failure to
do this is responsible for most student failure to be able to apply something
learned. Think about Maintenance and Generalization)

Once the students have shown mastery of the content in the classroom, there will be a
worksheet to work on at the end of class until the bell rings, and whatever is not finished
in class will be for homework. This is to be checked by Mrs. Lash during the next class
period.
The students will use the correct methods and strategies, as they did during the
classroom period, and complete the worksheet as reinforcement. The worksheet will
also have information as to where a child can implement two-step equations in the real
world. As a wrap-up after the student completes the equations, there will be an openended question to have the student find a way they can use two-step equations in real
life situations.
9. Classroom Management (What strategies, etc. will you use (prior to delivering the
lesson to inclusive class) and state those that you did you use to motivate, etc. the
students to actively participate in the lesson? Include what worked and what did not work
or needs improvement and list what steps you could take to improve the overall
strategies and/or solutions for encouraging active student engagement)
-The use of technology to have the students interested in the lesson to come.
- Video at the beginning of class.
- iPad to have an interactive class.
-The use of whiteboards to actively participate in the lesson and to gain practice with the
material.
-Having students go to board to set an example for how the problem is going to be
solved.
- Maintaining the classroom rules already set by Mrs. Lash.
- Positive reinforcement and encouragement.