UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION

Candidate: John Justin Lynn

Lesson Title: The Magic Formula!

Grade Level:7th
Number of students:20

Unit/theme: Proportions

th
Where in the unit does this lesson occur? 4 Lesson in Unit

Date developed: 12/4/16

Date of lesson:11/27/16
Knowledge domain/subject: Math
Period/time/estimated duration: 50 Min (M-F 8:55-9:45am)
Structure(s) or grouping for the lesson (all that apply):
Individual practice and group work.

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**


INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with IEPs/504 plans, specific
language needs, other learning needs, etc.). What supports, accommodations, modifications will be provided?




13 Females

2 English Language Learners (EEL)
7 males

1 504 plan

For the two (2) ELL students)

1. Written instructions on the board will be provided for students that struggle with auditory learning.

2. Instruction will also be repeated twice (once by teacher) (once by students). Including instructions modeled once by
teacher, and guided practice by all students with teachers assistance. Intentionally monitor nonverbal cues for both ELL
students to adjust how instruction is delivered if both students still have trouble understanding instructions.

3. Students will be structured in pairs in order to help students feel more comfortable in asking questions. This is especially
important for these students with language barriers (e.g. Japanese Student). This allows students to ask
vocabulary/language learner type questions to other classmates rather than being embarrass to ask the teacher out loud.

4. The teacher will have a video on standby if the ELL students need more explanation
(PBS - Video of recipes & proportions)
https://www.youtube.com/watch?v=WJipgy0vUWE


For the one (1) student with a 504 Plan

1. Opportunities will be created to use the whiteboard when creating the table/graph this will help the 504 student stay on
task, and keep his attention because we have assessed that he is a tactile learner.

2. Student will be provided with the use of a calculator on all tests.





RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON (Simply list all materials you will use)

o White board
o 5 Expo Markers Each a different color.
o Whiteboard Eraser
o Pencil and Paper
o Eraser
o Graphing paper
o Student Whiteboards & markers

(Focus Question/Big Idea/Goal) (The big idea being taught through a content area. Be sure to check
for specific criteria in YOUR handbook!)

I can identify and create and represent proportional relationships between given numbers (quantities) using equations!

I can test given numbers (quantities) to determine whether they are proportional quantities or not, by using tables, fractions or
graphs.

7.RP.2.C Represent proportional relationships by equations.



JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How does
yesterdays lesson connect to todays experiences?)


How does yesterdays lesson connect to todays experiences?
1. Yesterday we reviewed multiplication, division, and basic graphing and tables so that they will be warmed up for the mental
calculations needed for this lesson of proportions and fractions.

Why are you teaching this lesson at this time for these learners?
2. We have also just finished learning to compute unit rates associated with ratios of fractions, including length and other types of
measurement. So now we are learning to use similar problems and discover an understanding of patterns within the ratios, and
how to represent them using equations! (t=pn)

How does this lesson fit with the next lesson?
3.In this lesson we are deciding whether given numbers are proportional or not
Tomorrow we will be explaining graphs relationship to proportionality given graphs.


7.RP.2.C Represent proportional relationships by equations.




PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do they already know
about the subject?)

1.Children have already mastered their multiplication tables.

2.Students are familiar with basic fractions and tables.

3.The students are familiar with shopping, and taxes.

4.Students have already done tables and some fractions this week, so this should move smoothly.

CENTRAL FOCUS

LEARNING OBJECTIVE(S) (What will children KNOW and BE ABLE TO DO that is behavioral/measurable at the end of the
lesson?)
[Teacher version]: The students will (active verb) . . . by performing/demonstrating/writing . . .

The student will be able to identify (recognize) proportional quantities.

The student will be able to characterize (represent) proportional quantities.



CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)

7.RP.2.C Represent proportional relationships by equations.



ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)


LANGUAGE FUNCTION: Be sure to check for specific criteria in your handbook!)

Language Demand method to express understanding

Students must know something about shopping and money purchases.
Students must be familiar with graphs and tables


DISCOURSE: (Be sure to check for specific criteria in your handbook!)
Discuss non ratios
Discuss non proportions


SYNTAX: Be sure to check for specific criteria in your handbook!)


VOCABULARY: Be sure to check for specific criteria in your handbook!)

Proportion
Ratio
Fraction
Cross Multiplication




LANGUAGE SUPPORT (steps to help students with language (show example, demonstrate how to use dictionary, circulate and
listen, collect and provide feedback, etc)

For students to understand language demand I will show examples of proportions, equivalent fractions and a linear straight line.





PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students progress toward the
objectives?)

Diagnostic/pre-assessment: Pre-Test

Formative assessment/feedback to learners: Creating an accurate Exit Ticket

Summative assessment (if any): Post-Test




EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):

Exceeds expectations: If students make a 90% or above it will be considered mastery.


Meets expectations: If a student earns an 75% or above they are considered to meet expectations.


Below expectations: If a student earns at or lower than an 75% we will consider re-teaching the concepts missed before we move
on to the next lesson.



PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another teacher could
replicate your plan exactly!):

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:

-Create a formula for the multiple tax for hotels. (use internet for hotel tax information)

-What are other methods I could use to see relationship patterns of these given numbers?

BEGINNING: Anticipatory set/lesson launch/hook (How will the students gain the necessary information in order to
successfully accomplish the objective? Will you read a text together? View a video? Go on a field trip? Listen to a guest speaker?
Ask questions? Model? Engage in a discussion?)


Formula

Uncover the written table on the whiteboard
TSW study the pattern
TSW identify the pattern
TTW write their answer on the board in words
TTW then prompt them to turn the words into a formula





MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop their understandings? How
will you promote discussion? How will you engage students in critical thinking/learning (individuals, small, whole groups)? Use
technology? Promote academic language?


(continued)
TTW have the academic vocabulary words written on the board
TTW add an example/definition of each word as they come up in the lesson


TTW give them cut outs of the letters in the shape of (=), T, P, and N
TSW be create the formula using these three letters and equal sign.
TTW guide them to the formula (t=pn)

Students will use their Math notebook to take notes
TTW be able to glue the letters in the notebook
The formula will be written down
TSW describe why the formula uses the letters chosen.


TTW pass out a familiar list of tables that need to be put into equation form. (see reference and separate attached)
TTW monitor as they fil out the worksheet
TSW work silently for 7 min.
TSW work in groups for the last 7 min. before lunch.


TTW monitor the work as the students work in groups.






END: Closure (How will you end the lesson in a way that promotes student learning and retention? How are the children sharing/
modeling the lesson objective for that learning experience?)

A. Refocus
- Repeat the objective and the standard to help refocus the students, because of the amount of discourse that is needed during the
lesson it is common for them to lose focus by the ending (objectives will be posted, and ideally repeated throughout the lesson
when needed).


B. Real Life Application/Future Learning
- STW use things in the room to represent a proportional relationship by equations of their own (think measurements, weights, time,
and structure/tile!)
- Students will show the class what they used to create their own fractions.
- TTW Model graphing using several students problems.



C. Exit Ticket

- Turned in while leaving class.

- Used for reflection and self-improvement.



DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at their ability
levels?)


Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs):


Challenging experienced learners:
-ADHD group work in the back of the room with stronger focused students if need be, or alone working on the computer math topic
of the day.

Facilitating a classroom environment that supports student learning:
To help English language learners (ELL) -Group work (chairs will be in circles to promote discussion) (desks will have guidelines to
good discussion procedures)

Extension:
Students can be asked to bring a recipe from home and do the Proportional Math that would accommodate the recipe for the whole
classIncluding the teacher (cant leave me out)*.
*Extra credit if you cook the food, take a selfie cooking, and bring it to class on Friday!



WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)

What if students . . .

-ADHD-
A. back of classroom
B. paired with higher students or alone on computer
C. Computer work from the website XLMATH based on 7.RP.2a

What if students cannot . . .

-Multiply/Divide

A. If this is the case, the teacher should have noticed this by the formative assessments given/pre-test/warm up before class and
made adjustments by creating a tiered lesson. Using computer math websites (XL etc.) to facilitate learning with visuals and audio.
This will help the student/s get the content, but not feel left out. The teacher will assess the work done by having the student log in
XL, and print out the completed XL math lessons on proportions etc.

B. If this, indeed, is the case then the students that are lower and unable to do the simplest part of the work will be assigned to be
the artist or scribe of another student (group work), and he/she will create a poster (stored back by teachers desk), and will
be asked to present/explain the art at the front of the class, after lesson. This will have the child involved in the lesson, side by
side, other students, seeing and listening to conversations about the content, without being pressured/frustrated to do it. The
student/s will feel involved and have clear instructions on what they are to accomplish in the drawing. Lastly, the student will know
that it will be assessed by giving a presentation of the art afterwards. If the student finishes the art for one student early, then he
will move on to the next person, and continue the art work for them too. (the poster should be big enough for the student/s to draw
for 4-6 other students)

(group work)
(review time tables before class/ speed test)
(practice graphing the multiplication time tables like we do at the beginning of class.)








REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)


http://www.mathworksheetsland.com/topics/ratios/equivalent.html



Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.