Wayne State University College of Education

Lesson Planning Framework for Effective Instructional Design

Teaching Intern(s): Danette Deason-Smith

School: University High School
Grade and Subject Area(s): 9th grade Algebra
Lesson Title: Identity and Equality Properties
Time Needed for Lesson: 50 minutes
1. LEARNERS & LEARNING ENVIRONMENT
a) Engaging and Supporting Diverse Learners:
Demographics: 35% Males 65% Females
88% African American
4% Asian American
4% Native American
4% Biracial
100% English Language Fluency
1 Special Assessment Learner
100% Above 5th Grade Math Fluency
100% English Language Fluency

b) Universal Design for Learning:

For this lesson, the students will be working individually as well as in groups of four or five.
There are 6 paired tables with four chairs. There are two paired tables with five chairs. Each
group members have plenty of room to work without being cramped or crowded. The lighting in
the room is very bright and one side has four large windows that open. The design of the
classroom is set-up where every student is able to see the white board. During lecture and/or note

taking, this design works best for students. The students will have a few starter questions from
the previous lesson to refresh on old concepts learned.
c) Materials & Digital Tools Needed:
Poster boards, markers, tape, worksheets, construction paper, computer, internet, and projector.

2. OUTCOMES & ASSESSMENT

a) Learning Outcomes, Content, Skills, and Thinking ToolsKnowledge Students:
Students will be able to recognize and use the properties of identity and equality.
Students will be able to actively participate in group work.
CCSS MATHCONTENT.HSA.REI.A.1
Explain each step in solving a simple equation as following from the equality of numbers
asserted at a precious step, starting from the assumption that the original equation has a solution.
Construct a viable argument to justify a solution method.
Will Construct as They Engage in This Lesson:
b) Assessment and EvaluationEvidence of Student Learning:
Check individually solutions to a problem after doing two sample problems. Students will create
a poster that has the steps with the property used for two different problems. Each member of the
group has to explain the step and why the property was used. Each group will have a different
problem to solve that will require different properties for each step. Each group will present their
poster to the class.
3. INSTRUCTIONAL PRACTICE
a) IntroductionEngaging Students, Activating Prior Knowledge, Setting Lesson
Goals: Students are able to solve a problem and identify and use the right identity property for
each step.
b) Instructional MovesEngaging Students in Actively Constructing Deep
Understanding: At the beginning of class, I will help students make connections to past
concepts, understandings, and skills. I will have three starter problems on the board where the
students have to name the identity or equality property used in each problem. The lesson will be
divided into segments of teacher-led instruction, whole-class instruction, and small-group work
so new material doesnt seem overwhelming. I will go over starter question and then do two

sample problems similar to the ones each group will have to evaluate and name the property used
for each step. I will then give students a problem to work on individually. After checking for
mastery, students will get into groups of four or five. For group-work sessions, students who are
advanced in this topic will be encourage to think on how to solve problems in multiple ways.
Each group will get supplies needed for assignment. After 20 minutes, each group will present
their poster board.
c) ClosureStudents Summarizing and Synthesizing Their Learning:
Each student will have to explain their reasoning to why they performed the mathematical
operation and used that particular identity or equality property for the step.
4. REFERENCES & RESOURCES:
1. Mathematic Standards, High School (n.d.). Retrieved September 28, 2015
http://www.corestandards.org/Math/
2. Glencoe mathematics algebra 1(1st ed.). (2006). Columbus, OH: Algebra 1 pg. 21-34

5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection:
The lesson started out with some issues. Half the class forgot what and how to use the identity
and equality properties. After reviewing and going over two problems, a lot of the students
complained about it being too much work to write down each step and its property. Once they
got started, most of the students caught on and solved the problems. One thing I would do
different is assign groups. I let the students pick their groups which left out a few students. Other
than that the lesson went very well. Some students still didnt understand the properties or how
they were used. I will have to review on Monday.