Lesson Plan Format:

Teacher: Bolanle Odusanya

I.

Grade Level: Grade 8

Content and Standards

CCSS.MATH.CONTENT.6.EE.B.6
Use variables to represent numbers and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an
unknown number, or, depending on the purpose at hand, any number in a
specified set.
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in
solving them. Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry points to its
solution. They analyze givens, constraints, relationships, and goals. They
make conjectures about the form and meaning of the solution and plan a
solution pathway rather than simply jumping into a solution attempt.

II.

Prerequisites
Students should be able to solve mathematical operations involving
integers. Students should be able to follow a structured pathway in solving
world problems

III.

Essential Questions (provide a framework)

IV.

Instructional Objective:
Students will be able to apply their knowledge of mathematical
operations in solving real world problems. Individual students will be able
to recognize and identify key words in word problems as mathematical
operations. Students will be able to generate mathematical expressions from
word problems using key words and solve these problems using a structured
pathway that shows thorough understanding of solving equations.

V.

Instructional Procedures

Part 1: DO NOW (10 minutes)

Students will use the first 3 minutes of class to independently and silently
complete their do now. One student will then teach the do now as other students
participate in the discussion of the do now. Students then have the opportunity of
correcting their work and ask questions at this time. Since this is a continuation of a
lesson, students will be practicing and reviewing their skills.
Part 2: Review of solving word problems (5 minutes)
Have an example word problem on the board. Ask students what steps they are
to take in solving word problems. Then have a student go up to the board to
demonstrate how this is to be done, while other students are directing. After all 7
steps have been reviewed and the problem is solved, introduce the activity.
Part 3: Word Problem Activity (20 minutes)
There will be group station set up around the room and students will be divided
into groups of more than four. (Groups are predetermined by teacher in order to
create intellectually diverse groups). Each group will have one white board, one dry
erase marker, and one word problem at a time. Students are to decide on group jobs
amongst themselves before starting. Teacher will provide clear and concise
instructions before the activity begins. (Instructions: Each group is to solve the word
problem assigned to them. When the problem is solved, the group is to check their
work, and collectively decide to reveal their answer. In order to reveal their answer,
the material manager is to raise the white board so teacher can see. If their answer is
correct, group will receive points. If answer is incorrect group loses point. Correct
answer must show clear and concise pathway of solving problem. When a group
solves a problem and are approved by the teacher, they move on to the next round.
The group that completes the most rounds of problems wins the game).

Part 3: Reflection and assessment (15 minutes)

Students will return to their seats, and we will have a class wide discussion of
grows and glows. Students will be able to reflect on their group work and strategy in
solving their problems. Students will answer questions such as: What were your
group glows and grows? What strategies did you use in solving your problems?
After 5 minutes of discussion, students will have 10 minutes to complete the exit
ticket independently and silently.
VI.

Materials and Equipment:

Teacher: List of word problems, timer.
Students: Mini dry erase white boards, Dry-erase markers.

VII.

Assessment/Evaluation:
Review of student answers and observation of group discussions. Exit Ticket
will be given in the last 10 minutes of class to assess student mastery of
solving word problems.

VIII. Differentiation: Individualized Activities:

Struggling students will be paired with an advanced student in order to
provide them with a smaller group setting. This is predetermined based on
previous assessments of students level of understanding.
IX.

Technology: N/A

X.

Self-Assessment: As students are working in groups to solve word problems,

how engaged are they? Are students communicating effectively with one
another? Do students use defined structure to solve the problems every single
time, or are they jumping to solution attempt? Is working in group effective in
helping students embrace their strengths and identify their weakness in
solving word problems?