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Amber Harris

Lesson Plan #2
Coach Wren
10 February 2016

This lesson is covering Day 2 of solving two-step equations. The


previous day we will have talked about the steps that you need to take
in order to solve a two-step equation. Step one is to move the number
without the variable connected to it over to the other side of the
equation. Once that is moved over you will then have to get rid of the
number that is connected to the variable because you want the
variable to be by itself. Once you have moved that over you should be
left with the variable set equal to a number. After you have found what
the variable equals you will then go back and plug that number in for
the variable in the equation in order to check your answer.
We will start the day with bell work, which is independent work.
After everyone is finished with their bell work we will then move onto
the guided practice that is inside their workbooks, which will be
completed with the table that you they sitting at, so they will be
working in small groups and talking through the problems together.
After they have completed those problems I will pick a few students to
go show us how to work through those problems on the board. After all
of the problems have been solved on the board we will go through
them together and check them. Once we are finished with that they
will get back into small groups and work on the independent practice
that is in their workbooks for the rest of the hour.

Name: Amber Harris


Lesson Title: Solving Two-Step Equations Day 2
Curriculum Area: Expressions and Equations
Grade Level: 7th grade
Time Required: 30-35 minutes
Instructional Groupings: Are you using whole group, small group,
partners, quads, homogenous, or heterogeneous groupings?
We will be discussing the concept as a whole group and then we will be
splitting into small groups (working with the people at their tables),
and then I will select individuals to go up to the board to show the
class how they did the problem. I will do my best to walk around the
classroom and if it looks like a student who never volunteers to go to
the board got the right answer, I will ask him/her to go show the class
how they did the problem. I believe this will boost their confidence to
show the class that they did the problem correctly. After each problem
on the board is completed we will then get back together as a whole
class and discuss each problem one by one. If there is a problem that
is not correct we will spend time correcting it as a whole group.
Standards: List the state or national standards that you are using in
this lesson
Content Standards:
Use properties of operations to generate equivalent
expressions.
CCSS.MATH.CONTENT.7.EE.A.1
Apply properties of operations as strategies to add, subtract, factor,
and expand linear expressions with rational coefficients.
C. (2016, January 1). Grade 7 Expressions & Equations. Retrieved
from http://www.corestandards.org/Math/Content/7/EE/
Materials:
Pencil
Eraser
Calculator (if needed)
Math workbook
Overview: What is the purpose of the lesson?
The purpose of this lesson is for the students to be given an equation
and they will follow the steps needed to solve for the one variable

within the problem.


Ex: 2x+3=9
-3 -3
---------2x=6
2 2
---------x=3
As in this example the students need to know that their first step is to
subtract the 3 from BOTH sides because the 3 does not have a variable
with it. Once the 2x is by itself then they will know that is when they
need to get the variable on its own, therefore they would divide by 2
from BOTH sides. All in all, they will understand what steps to take
first to solve for the one variable that is given in the problem. After
they solve for the variable it is important for them to go back and plug
that number in for the variable and double check to make sure the
equation equals and makes sense. It is always important to check your
work.
CHECK: 2(3)+3 =
6+3=9.
What will I differentiate?
Content
Process
Product
We will be differentiating two-step equations. Before I have them open
up their math workbooks I will write a problem on the board and we
will work it together on the board and I will show them what we will be
doing that day. I will do this so that when they open up their
workbooks and see these problems they do not panic thinking that
they will be extremely hard. They will be given an equation that has
one unknown variable in the equation and they will be solving to find
the value of that variable. They will have to know the process they
need to follow in order to solve the equation. Once they complete
these problems in their workbooks with their group tables we will come
back together and go over these problems together to make sure
everyone has the right answers and if they had it wrong, they will then
understand what they did wrong and they will be able to see the
correct way to work it out. Once we know what the variable equals we
will then go back to the original equation and check our answer.
How will I differentiate? For readiness, interest, learning profile,
learning environment , combination
We will begin the day with their bell work and once they are finished
with their bell work they will bring it back to the back table, where I will
be, to check their bell work and if they did not get the correct answer I
will walk through it with them until we get the correct answer. Once
everyone is finished with their bell work for the day we will then move
onto the guided practice that is in his or her workbooks. The guided

practice is what they will complete with their groups and they will then
put those problems onto the board and then we will talk them through
and work them together if need be. Once we are done going through
the guided practice together I will then have them get back with
groups of their choice and they will start working on the independent
practice that is in their workbooks as well. Every page of the
independent practice that they finish they will bring it to the back table
and check their work and I will be walking around the classroom to
help the students when they need help, also to make sure they are all
on track with what they are supposed to be doing.
What will the students understand? Big idea, principles, the point of
the lesson
Essential Question: What does it mean to say two quantities are equal?
What will the students know? Facts, vocabulary, memoriziable
information
Vocabulary:
Two-Step Equation: An equation having two different operations.
Memorizable Information:
When it is a two-step equation and there are two different operations
that need to be done, they will know which one to do first. You are
always going to mess with the number that does not have the variable
with it to begin with. Once you have the variable on one side and a
number on the other side, you will then get rid of the number in front
of the variable, or connected to the variable, if there is one. Once you
get rid of the number and have just the variable set equal to a number
that is your answer. Your last step is to always go back and check your
answer.
What will the students do? What skills will you assess
I will be assessing the students on the steps that they take to solve for
the variable within a two-step equation. The first step that they need
to take is to move the number that does not have the variable
connected to it to the other side of the equation. The last step that
they need to do is to get the variable by itself. After that step is
complete and they have the variable set equal to a number they will
then go back and check their answers, therefore they will take the
number that the variable equals and plug it back into the equation in
the beginning. Those are the skills that I want the students to acquire
that day, and those are the skills that I will be assessing the students
on.
Pre-Assessment: How will you find out about where your students are
at for this lesson?
Before we begin the lesson for the day they will be completing the bell

work for that day. This will give me an idea on where they are at, as to
whether they understand the previous lesson enough to keep moving
on. This will be done before we begin the lesson for that day. If the
majority of the class is having issues, that is fine because we will be
doing day 2 of two-step equations. Day 2 of this lesson is just a lot
more practice for the students to try and better their understanding of
the steps that need to be taken.
Steps in the Lesson: Include ideas for whole class instruction,
differentiated activities, sharing, etc.
As a whole class we will work through a problem together before we
even open up our workbooks. Once that is finished and they are
allowed to open their workbooks they will then split into their small
groups, which are the tables that they are sitting at, and they will
complete the guided practice. Once everyone is finished with the
guided practice I will then pick students to go to the board and show us
how they worked the problems. Once each student that was picked as
finished the problem on the board we will then come back together as
a whole group and talk through each problem together. After we are
completed with the guided practice I will then let them get into small
groups, or individually if that is what they prefer, and they will be
working on the independent practice that is in their workbooks. Each
independent practice page that they complete they will come to the
back table and check their answers before they continue onto the next
page. The independent practice they complete will be their
homework for the day. They will get plenty of practice in throughout
the class period that they will not be given a homework assignment.
Closure: this may be in the form of independent practice, a chance to
share, or a restatement of the lesson goals
The independent practice that they will be completing is the
independent practice pages in their workbooks. Each page that they
complete of their independent practice they will check at the back
table to make sure they got it correct before they keep going. This will
give me a chance to see where all of the students are at with solving
two-step equations, and it will also give me a chance to walk around
and help students individually that need the help. The independent
practice that is in their workbook is my way of assessing their
knowledge and seeing where they are at with this area in particular.
The independent practice will be their homework for the day, but I
would rather them complete it within the classroom so that if they
have any questions they will be able to ask right away and get the help
that they need.
Post- Assessment: How will you use this data to inform the next
learning experience?

With them completing their independent practice assignments in class


that day this gives me the opportunity to see how they are doing with
two-step equations. It is important for me to see that they are doing
well and understanding how to solve for the variable because the next
lesson that is to be taught will be building off of solving two-step
equations. Therefore, if I see that the majority of the class is still
struggling with it I will then consider a day 3 of this lesson if absolutely
needed, but if I see that they are doing fine with it we will then move
onto the next lesson.
Consideration of diverse learners: what will you modify for diverse or
exceptional learners?
I will not be modifying anything within this lesson for diverse or
exceptional learners. They will be working the same problems that the
rest of the class will be working through and while I am walking around
I will spend extra time working with them to make sure they
understand the steps that they need to be taking to complete the
problem. If they get an answer correct I will ask them to go to the
board to show the class how they completed the problem. When it is
time to split up into groups to work on the independent practice after
we complete the guided practice together, I will pay attention to who
they are in a group with to make sure they are not with people who will
complete all the problems and just let them copy. I want to make sure
they are doing the problems and working through them their selves,
because that is the only way they will understand what is going on,
and that goes for all of the students, not just diverse or exceptional
learners. Overall, there is nothing that I will need to alter for them
within this lesson.

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