Lesson Plan: Lesson One

Grade Level: 8th Grade Subject / Content Area: Remedial Mathematics (RTI
class)

Unit of Study: Solving equations with one variable. Lesson Title: One step
equations using add/sub
Central Focus for the Learning Segment: The central focus is to solve two step
equations with one variable. This segment will build from one step to two step equations.
Content Standard(s): CCSS6.EE.A.2 Write, read and evaluate expressions in which letters
stand for numbers. CCSS6.EE.A.2.C Evaluate expressions at specific values of their variables.
Include expressions that arise from formulas used in real-world problems. Perform arithmetic
operations, in the conventional order when there are no parentheses to specify a particular
order (Order of Operations).
Student Learning Goals/Objectives: The learners can solve for one variable in one step
equations using addition and subtraction. Secondary Goal: The focus learner can identify and
communicate appropriate responses to strong emotional feelings that occur during her school
day.
Prior Academic Knowledge: The learner will need to understand the fundamental
operations in mathematics: addition, subtraction, multiplication and division. This concept
will also build on the knowledge of substitution introduced in first grade. Additionally order of
operations, introduced in fifth grade, is also utilized in this lesson segment. Each of these
concepts will be reviewed to ensure students understand this foundational knowledge in
order to bridge to this student learning objective of solving for a variable.
Instructional Resources and Materials:
Algebra textbook from Pearson
Khan Academy website
Worksheets from Common Core Sheets
Vocabulary list with definitions
Personal white board, marker and eraser at learners desks
Three solo cups: red, yellow and green.
Focus learner has self-report tracker in her binder that is used on a daily basis
Instructional Strategies and Learning Tasks:
Instructional Strategies Used:
Response to intervention, Micro -Teaching, Formative Assessment, Immediate Feedback,
Scaffolding, Brain Break, and Class Discussion.
Learning Tasks:
Completing personal work on whiteboards, worksheets, practice in pairs, time on Khan
Academy and an exit slip are all tasks that will assist in developing learning.
Structured Practice and Application:
Do Now (3 min): Solve equation on the board, explain in words how learner solved.
Introduce Learning Goal (1-2 Min): Learners repeat goal as written on white board.
Prior Knowledge Review (15 Min): Learners will be reviewing two concepts that will link to
this lesson segment, it is essential that their comfort level is solid before we move into lesson
piece so this is given more time in the first two lessons of this segment. Learners will use
personal white boards to solve problems as they are asked to work in an I Do, We Do, You
Do pattern. Learners will practice in pairs for several minutes as I and paraprofessionals are
monitoring and conferencing with students on their progress so immediate feedback is being
provided to students. Learners who demonstrate mastery of this prior knowledge will be
asked to login to Khan academy and continue their established pathway work.
Brain Break (2-3 Min): Windmill 5s, an exercise to cross plains on their body, gives
learners and opportunity for movement and to activate both hemispheres in the brain,
allowing brain to internalize external information just discussed in class.
Lesson Introduction and practice (20 Min): Lesson will be taught in micro pieces so
students can immediately see, help then do the steps in solving for a variable in an equation.
I Do, We Do, You Do is a process we use regularly to instruct and practice new concepts.
Exit Ticket (1-2 Min): Learner will solve the equation put on their white board and bring
solution to me at the door as they are leaving.
Lesson Timeline: This lesson will take place within the 45 minute class period this class
meets for. Do Now (3 min)
Introduce Learning Goal (1-2 Min)
Prior Knowledge Review (15-20 Min)
Brain Break (2-3 Min)
Lesson Introduction and practice (20 Min):
Exit Ticket (1-2 Min):
Academic Language Demands and Support: The learners will need to understand
vocabulary for this lesson as follows: order of operations, PEMDAS, substitution, inverse
operation, isolate, variable, constant, reciprocal, coefficient, and reciprocal. These vocabulary
words will be discussed and students will be given a vocabulary list with definitions as a
reference guide throughout the lesson segment. Students will be able to use this support
during discussion, work time and on assessments.
Differentiation and Planned Universal Supports: As this class is a Response To
Intervention class, there are supports in place for each of the ten learners in this remedial
group. These supports include two paraprofessionals who monitor and assist when needed.
Micro teaching so we are teaching in very small segments of instruction, guided practice,
independent practice (I Do, We Do, You Do) small group instruction, practice in pairs and
individual conferencing are regular supports provided in this class. The focus learner in this
class has a secondary learning goal of managing her emotional outbursts and replacing that
behavior with re-engagement in the lesson and communicating on her self-report log when
any strong feeling arises for her during class. This is a support specific to the focus learner.
Conferencing briefly each day with focus learner helps her stay focused on tracking her
behavior but also gives her an appropriate time to express any difficulties that have arisen
thus far in her day.
Type of Student Assessments:

Informal Assessment: There will be formative assessment woven into the lesson
segment so that it is determined when students are ready to add the next step to the
process. This information will be gathered through questioning, observing student
work and by their self-report through our established procedure of displaying a red,
yellow or green cup to reflect their current understanding with the concept being
discussed.
Formal Assessment: Exit tickets each day give a concrete example daily of learner
progress and understanding. There will also be a test at the end of the lesson
segment.
Modifications to the Assessments: As this class is an intervention class, the
assessment given to each student will be the same and students will be able to use
their vocabulary list with definitions to assist them.

Evaluation Criteria: Is the student approaching with a growth mindset? When conferencing
with learners, questions to keep them in a growth mindset are important so they can see and
believe that growth will continue incrementally as they keep seeking knowledge. Whether
their computation answers are correct or not is secondary to whether they can explain their
steps to me either orally or in writing. That is a significant part of assessing as I am walking
around the room when students are working independently or in pairs.
Relevant Theories and/or Research Best Practices: In planning for this lesson segment,
I wanted to use strategies and classroom practices that would have the greatest impact for
learning. I referred to John Hatties list of influences on achievement based on his research
and have incorporated several of the practices that have greatest influence including:
response to intervention, formative evaluation, micro-teaching, classroom discussion, and
immediate feedback. This array of practices along with scaffolding from prior knowledge will
all support the focus learners need to fill in some missing gaps of knowledge as well as
provide opportunities to incorporate new learning.
I will also structure the class time to create an optimal state for learning as discussed in his
book, Flow: The Psychology of Optimal Experience, by Mihaly Csikszentmihalyi. His
research discusses the power generated in finding the right balance of challenge and mastery
including giving the brain processing time to integrate new information. This processing time
is more impactful if the learners are encouraged to have physical movement and can allow
for the shift between external knowledge to internal knowledge. This ideology goes
somewhat against the grain in education where total engagement all the time is sought as
the goal. This research shows that students need time to disengage and be allowed to let
their minds do the work behind the scene so to speak in order to integrate and link prior
knowledge with this new knowledge.

Supporting Csikszentmihalyis idea that down time is necessary in creating the neurological
links is the continuously emerging research on the significance of brain breaks. Being able to
do a physical task where the students are stimulating neurological pathways to help both
hemispheres of the brain work together is shown to increase brain activity and enable
students to re-engage in learning with higher levels of brain activity. There is substantial
research confirming the benefits of giving the body time to break from the engagement task
to get physically moving, even in short 1-3 minute bursts can produce significant academic
and behavioral improvements. There are many studies showing the impact of these brain
breaks or activity bursts, some of the ones I looked at are cited as follows:
Mahar, MT. (2011). Impact of short bouts of physical activity on attention-to-task in
elementary school children. Preventive Medicine, 52(S1), S60-4.
Molloy, G.N. (1989). Chemicals, exercise, and hyperactivity: a short report. International
Journal of Disability, Development, and Education, 36(1), 57-61.
Mahar, M., Murphy, S., Rowe, D., Golden, J., Shields, A., and Raedeke, T. (2006). Effects of a
classroom-based program on physical activity and on-task behavior. Medicine and Science in
Sports and Exercise, 38(12): 2086-2094.
Kibbe, D., Hackett, J. (2011). Ten years of TAKE 10!: Integrating physical activity with
academic concepts in elementary classrooms. Preventive Medicine, 52, S43-S50.
Maeda, J., Randall, L. (2003). Can academic success come from five minutes of physical
activity? Brock Education Journal, 13(1), 14-22.
Fedewa, A., & Ahn, S. (2011). The Effects of Physical Activity and Physical Fitness on
Childrens Achievement and Cognitive Outcomes: A Meta-Analysis. Research Quarterly for
Exercise and Sport, Vol. 82, No. 3, pp. 521535.
Analyzing Instruction and Proposed Changes: (To be completed after the lesson has
been taught)

 Lesson Plan: Lesson Two
Grade Level: 8th Grade Subject / Content Area: Remedial Mathematics (RTI
class)

Unit of Study: Solving equations with one variable. Lesson Title: One step
equations using mult/div
Central Focus for the Learning Segment: The central focus is to solve two step
equations with one variable. This segment will build from one step to two step equations.
Content Standard(s): CCSS6.EE.A.2 Write, read and evaluate expressions in which letters
stand for numbers. CCSS6.EE.A.2.C Evaluate expressions at specific values of their variables.
Include expressions that arise from formulas used in real-world problems. Perform arithmetic
operations, in the conventional order when there are no parentheses to specify a particular
order (Order of Operations).
Student Learning Goals/Objectives: The learners can solve for one variable in one step
equations using multiplication and division. Secondary Goal: The focus learner can identify
and communicate appropriate responses to strong emotional feelings that occur during her
school day.
Prior Academic Knowledge: The learner will need to understand the fundamental
operations in mathematics: addition, subtraction, multiplication and division. This concept
will also build on the knowledge of substitution introduced in first grade. Additionally order of
operations, introduced in fifth grade, is also utilized in this lesson segment. Each of these
concepts will be reviewed to ensure students understand this foundational knowledge in
order to bridge to this student learning objective of solving for a variable.
Instructional Resources and Materials:
Algebra textbook from Pearson
Khan Academy website
Worksheets from Common Core Sheets
Vocabulary list with definitions
Personal white board, marker and eraser at learners desks
Three solo cups: red, yellow and green.
Focus learner has self-report tracker in her binder that is used on a daily basis
Instructional Strategies and Learning Tasks:
Instructional Strategies Used:
Response to intervention, Micro -Teaching, Formative Assessment, Immediate Feedback,
Scaffolding, Brain Break, and Class Discussion.
Learning Tasks:
Completing personal work on whiteboards, worksheets, practice in pairs, time on Khan
Academy and an exit slip are all tasks that will assist in developing learning.
Structured Practice and Application:
Do Now (3 min): Solve equation on the board, explain in words how learner solved.
Introduce Learning Goal (1-2 Min): Learners repeat goal as written on white board.
Prior Knowledge Review (15 Min): Learners will be reviewing two concepts that will link to
this lesson segment, it is essential that their comfort level is solid before we move into lesson
piece so this is given more time in the first two lessons of this segment. Learners will use
personal white boards to solve problems as they are asked to work in an I Do, We Do, You
Do pattern. Learners will practice in pairs for several minutes as I and paraprofessionals are
monitoring and conferencing with students on their progress so immediate feedback is being
provided to students. Learners who demonstrate mastery of this prior knowledge will be
asked to login to Khan academy and continue their established pathway work.
Brain Break (2-3 Min): The Sprinkler, an exercise to cross plains on their body, gives
learners an opportunity for movement and to activate both hemispheres in the brain,
allowing brain to internalize external information just discussed in class.
Lesson Introduction and practice (25 Min): Lesson will be taught in micro pieces so
students can immediately see, help then do the steps in solving for a variable in an equation.
I Do, We Do, You Do is a process we use regularly to instruct and practice new concepts.
Exit Ticket (1-2 Min): Learner will solve the equation put on their white board and bring
solution to me at the door as they are leaving.
Lesson Timeline: This lesson will take place within the 45 minute class period this class
meets for. Do Now (3 min)
Introduce Learning Goal (1-2 Min)
Prior Knowledge Review (15 Min)
Brain Break (2-3 Min)
Lesson Introduction and practice (25 Min)
Exit Ticket (1-2 Min)
Academic Language Demands and Support: The learners will need to understand
vocabulary for this lesson as follows: order of operations, PEMDAS, substitution, inverse
operation, isolate, variable, constant, reciprocal, coefficient, and reciprocal. These vocabulary
words will be discussed and students will be given a vocabulary list with definitions as a
reference guide throughout the lesson segment. Students will be able to use this support
during discussion, work time and on assessments.
Differentiation and Planned Universal Supports: As this class is a Response To
Intervention class, there are supports in place for each of the ten learners in this remedial
group. These supports include two paraprofessionals who monitor and assist when needed.
Micro teaching so we are teaching in very small segments of instruction, guided practice,
independent practice (I Do, We Do, You Do) small group instruction, practice in pairs and
individual conferencing are regular supports provided in this class. The focus learner in this
class has a secondary learning goal of managing her emotional outbursts and replacing that
behavior with re-engagement in the lesson and communicating on her self-report log when
any strong feeling arises for her during class. This is a support specific to the focus learner.
Conferencing briefly each day with focus learner helps her stay focused on tracking her
behavior but also gives her an appropriate time to express any difficulties that have arisen
thus far in her day.
Type of Student Assessments:

Informal Assessment: There will be formative assessment woven into the lesson
segment so that it is determined when students are ready to add the next step to the
process. This information will be gathered through questioning, observing student
work and by their self-report through our established procedure of displaying a red,
yellow or green cup to reflect their current understanding with the concept being
discussed.
Formal Assessment: Exit tickets each day give a concrete example daily of learner
progress and understanding. There will also be a test at the end of the lesson
segment.
Modifications to the Assessments: As this class is an intervention class, the
assessment given to each student will be the same and students will be able to use
their vocabulary list with definitions to assist them.
Evaluation Criteria: Is the student approaching with a growth mindset? When conferencing
with learners, questions to keep them in a growth mindset are important so they can see and
believe that growth will continue incrementally as they keep seeking knowledge. Whether
their computation answers are correct or not is secondary to whether they can explain their
steps to me either orally or in writing. That is a significant part of assessing as I am walking
around the room when students are working independently or in pairs.

Relevant Theories and/or Research Best Practices: In planning for this lesson segment,
I wanted to use strategies and classroom practices that would have the greatest impact for
learning. I referred to John Hatties list of influences on achievement based on his research
and have incorporated several of the practices that have greatest influence including:
response to intervention, formative evaluation, micro-teaching, classroom discussion, and
immediate feedback. This array of practices along with scaffolding from prior knowledge will
all support the focus learners need to fill in some missing gaps of knowledge as well as
provide opportunities to incorporate new learning.
I will also structure the class time to create an optimal state for learning as discussed in his
book, Flow: The Psychology of Optimal Experience, by Mihaly Csikszentmihalyi. His
research discusses the power generated in finding the right balance of challenge and mastery
including giving the brain processing time to integrate new information. This processing time
is more impactful if the learners are encouraged to have physical movement and can allow
for the shift between external knowledge to internal knowledge. This ideology goes
somewhat against the grain in education where total engagement all the time is sought as
the goal. This research shows that students need time to disengage and be allowed to let
their minds do the work behind the scene so to speak in order to integrate and link prior
knowledge with this new knowledge.

Supporting Csikszentmihalyis idea that down time is necessary in creating the neurological
links is the continuously emerging research on the significance of brain breaks. Being able to
do a physical task where the students are stimulating neurological pathways to help both
hemispheres of the brain work together is shown to increase brain activity and enable
students to re-engage in learning with higher levels of brain activity. There is substantial
research confirming the benefits of giving the body time to break from the engagement task
to get physically moving, even in short 1-3 minute bursts can produce significant academic
and behavioral improvements. There are many studies showing the impact of these brain
breaks or activity bursts, some of the ones I looked at are cited as follows:
Mahar, MT. (2011). Impact of short bouts of physical activity on attention-to-task in
elementary school children. Preventive Medicine, 52(S1), S60-4.
Molloy, G.N. (1989). Chemicals, exercise, and hyperactivity: a short report. International
Journal of Disability, Development, and Education, 36(1), 57-61.
Mahar, M., Murphy, S., Rowe, D., Golden, J., Shields, A., and Raedeke, T. (2006). Effects of a
classroom-based program on physical activity and on-task behavior. Medicine and Science in
Sports and Exercise, 38(12): 2086-2094.
Kibbe, D., Hackett, J. (2011). Ten years of TAKE 10!: Integrating physical activity with
academic concepts in elementary classrooms. Preventive Medicine, 52, S43-S50.
Maeda, J., Randall, L. (2003). Can academic success come from five minutes of physical
activity? Brock Education Journal, 13(1), 14-22.
Fedewa, A., & Ahn, S. (2011). The Effects of Physical Activity and Physical Fitness on
Childrens Achievement and Cognitive Outcomes: A Meta-Analysis. Research Quarterly for
Exercise and Sport, Vol. 82, No. 3, pp. 521535.
Analyzing Instruction and Proposed Changes: (To be completed after the lesson has
been taught)

 Lesson Plan: Lesson Three
Grade Level: 8th Grade Subject / Content Area: Remedial Mathematics (RTI
class)

Unit of Study: Solving equations with one variable.

Lesson Title: Two step equations using addition, subtraction, multiplication and
division.
Central Focus for the Learning Segment: The central focus is to solve two step
equations with one variable. This segment will build from one step to two step equations.
Content Standard(s): CCSS6.EE.A.2 Write, read and evaluate expressions in which letters
stand for numbers. CCSS6.EE.A.2.C Evaluate expressions at specific values of their variables.
Include expressions that arise from formulas used in real-world problems. Perform arithmetic
operations, in the conventional order when there are no parentheses to specify a particular
order (Order of Operations).
Student Learning Goals/Objectives: The learners can solve for one variable in two step
equations using addition, subtraction multiplication and division. Secondary Goal: The focus
learner can identify and communicate appropriate responses to strong emotional feelings
that occur during her school day.
Prior Academic Knowledge: The learners will need to understand the fundamental
operations in mathematics: addition, subtraction, multiplication and division. This concept
will also build on the knowledge of substitution introduced in first grade. Additionally order of
operations, introduced in fifth grade, is also utilized in this lesson segment. Each of these
concepts will be reviewed to ensure students understand this foundational knowledge in
order to bridge to this student learning objective of solving for a variable.
Instructional Resources and Materials:
Algebra textbook from Pearson
Khan Academy website
Worksheets from Common Core Sheets
Vocabulary list with definitions
Personal white board, marker and eraser at learners desks
Three solo cups: red, yellow and green.
Focus learner has self-report tracker in her binder that is used on a daily basis
Instructional Strategies and Learning Tasks:
Instructional Strategies Used:
Response to intervention, Micro -Teaching, Formative Assessment, Immediate Feedback,
Scaffolding, Brain Break, and Class Discussion.
Learning Tasks:
Completing personal work on whiteboards, worksheets, practice in pairs, time on Khan
Academy and an exit slip are all tasks that will assist in developing learning.
Structured Practice and Application:
Do Now (3 min): Solve equation on the board, explain in words how learner solved.
Introduce Learning Goal (1-2 Min): Learners repeat goal as written on white board.
Prior Knowledge Review (2 Min): Learners will be quickly reviewing order of operations by
solving several expressions.
Lesson Introduction and practice (25 Min): Lesson will be taught in micro pieces so
students can immediately see, help then do the steps in solving for a variable in an equation.
I Do, We Do, You Do is a process we use regularly to instruct and practice new concepts.
Brain Break (2-3 Min): Metronome Crisscross, an exercise to cross plains on their body,
give learners and opportunity for movement and activate both hemispheres in the brain,
allowing brain to internalize external information just discussed in class.
End of Segment Assessment (10 Min): Learner will solve the two step equations on
written assessment.
Lesson Timeline: This lesson will take place within the 45 minute class period this class
meets for. Do Now (3 min)
Introduce Learning Goal (1-2 Min)
Prior Knowledge Review (2 Min)
Lesson Introduction and practice (25 Min)
Brain Break (2-3 Min)
End of Segment Assessment (10 Min)
Academic Language Demands and Support: The learners will need to understand
vocabulary for this lesson as follows: order of operations, PEMDAS, substitution, inverse
operation, isolate, variable, constant, reciprocal, coefficient, and reciprocal. These vocabulary
words will be discussed and students will be given a vocabulary list with definitions as a
reference guide throughout the lesson segment. Students will be able to use this support
during discussion, work time and on assessments.
Differentiation and Planned Universal Supports: As this class is a Response To
Intervention class, there are supports in place for each of the ten learners in this remedial
group. These supports include two paraprofessionals who monitor and assist when needed.
Micro teaching so we are teaching in very small segments of instruction, guided practice,
independent practice (I Do, We Do, You Do) small group instruction, practice in pairs and
individual conferencing are regular supports provided in this class. The focus learner in this
class has a secondary learning goal of managing her emotional outbursts and replacing that
behavior with re-engagement in the lesson and communicating on her self-report log when
any strong feeling arises for her during class. This is a support specific to the focus learner.
Conferencing briefly each day with focus learner helps her stay focused on tracking her
behavior but also gives her an appropriate time to express any difficulties that have arisen
thus far in her day.
Type of Student Assessments:

Informal Assessment: There will be formative assessment woven into the lesson
segment so that it is determined when students are ready to add the next step to the
process. This information will be gathered through questioning, observing student
work and by their self-report through our established procedure of displaying a red,
yellow or green cup to reflect their current understanding with the concept being
discussed.
Formal Assessment: Exit tickets each day give a concrete example daily of learner
progress and understanding. There will also be a test at the end of the lesson
segment.
Modifications to the Assessments: As this class is an intervention class, the
assessment given to each student will be the same and students will be able to use
their vocabulary list with definitions to assist them.
Evaluation Criteria: Is the student approaching with a growth mindset? When conferencing
with learners, questions to keep them in a growth mindset are important so they can see and
believe that growth will continue incrementally as they keep seeking knowledge. Whether
their computation answers are correct or not is secondary to whether they can explain their
steps to me either orally or in writing. That is a significant part of assessing as I am walking
around the room when students are working independently or in pairs.
Relevant Theories and/or Research Best Practices: In planning for this lesson segment,
I wanted to use strategies and classroom practices that would have the greatest impact for
learning. I referred to John Hatties list of influences on achievement based on his research
and have incorporated several of the practices that have greatest influence including:
response to intervention, formative evaluation, micro-teaching, classroom discussion, and
immediate feedback. This array of practices along with scaffolding from prior knowledge will
all support the focus learners need to fill in some missing gaps of knowledge as well as
provide opportunities to incorporate new learning.

I will also structure the class time to create an optimal state for learning as discussed in his
book, Flow: The Psychology of Optimal Experience, by Mihaly Csikszentmihalyi. His
research discusses the power generated in finding the right balance of challenge and mastery
including giving the brain processing time to integrate new information. This processing time
is more impactful if the learners are encouraged to have physical movement and can allow
for the shift between external knowledge to internal knowledge. This ideology goes
somewhat against the grain in education where total engagement all the time is sought as
the goal. This research shows that students need time to disengage and be allowed to let
their minds do the work behind the scene so to speak in order to integrate and link prior
knowledge with this new knowledge.

Supporting Csikszentmihalyis idea that down time is necessary in creating the neurological
links is the continuously emerging research on the significance of brain breaks. Being able to
do a physical task where the students are stimulating neurological pathways to help both
hemispheres of the brain work together is shown to increase brain activity and enable
students to re-engage in learning with higher levels of brain activity. There is substantial
research confirming the benefits of giving the body time to break from the engagement task
to get physically moving, even in short 1-3 minute bursts can produce significant academic
and behavioral improvements. There are many studies showing the impact of these brain
breaks or activity bursts, some of the ones I looked at are cited as follows:
Mahar, MT. (2011). Impact of short bouts of physical activity on attention-to-task in
elementary school children. Preventive Medicine, 52(S1), S60-4.
Molloy, G.N. (1989). Chemicals, exercise, and hyperactivity: a short report. International
Journal of Disability, Development, and Education, 36(1), 57-61.
Mahar, M., Murphy, S., Rowe, D., Golden, J., Shields, A., and Raedeke, T. (2006). Effects of a
classroom-based program on physical activity and on-task behavior. Medicine and Science in
Sports and Exercise, 38(12): 2086-2094.
Kibbe, D., Hackett, J. (2011). Ten years of TAKE 10!: Integrating physical activity with
academic concepts in elementary classrooms. Preventive Medicine, 52, S43-S50.
Maeda, J., Randall, L. (2003). Can academic success come from five minutes of physical
activity? Brock Education Journal, 13(1), 14-22.
Fedewa, A., & Ahn, S. (2011). The Effects of Physical Activity and Physical Fitness on
Childrens Achievement and Cognitive Outcomes: A Meta-Analysis. Research Quarterly for
Exercise and Sport, Vol. 82, No. 3, pp. 521535.
Analyzing Instruction and Proposed Changes: (To be completed after the lesson has
been taught)