Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Unit: Chapter 2-Equations Lesson Title: Solving One-Step Grade/Period: 7A & 7B

Equations
CCSS or State Standards:
7.EE.4

7.EE.4 Use variables to represent

quantities in a real-world or
mathematical problem, and
construct simple equations and
inequalities to solve problems by
reasoning about the quantities.
a. Solve real-word problems
leading to equations of the form
px + q = r and p(x + q)= r, where
p, q, and r are specific rational
numbers. Solve equations of these
forms fluently. Compare an
algebraic solution to an arithmetic
solution, identifying the sequence
of the operations used in each
approach.
b. Solve real-word problems
leading to inequalities of the form
px + q > r or px + q < r, where p,
q, and r are specific rational
numbers. Graph the solution set of
the inequality and interpret it in
the context of the problem.

Resources and Materials:

(can be attached)
7A/7B Textbook
7A/7B Minute Math

Objective: I can: apply the properties of equalities when solving equations.

What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)

Essential Question(s): What are inverse operations?

Over-arching questions of the lesson that will How can we isolate a variable to figure out its value?
indicate student understanding of
concepts/skills What is it you want the How do we check if a value is a solution to an equation?
students to learn/know? Why? How can we use solving equations to solve real-world problems?

Inclusion Activity: Minute Math 55.

Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
All students are expected to participate in the daily Minute Math
(Daily Do Now). This school has a no opt out policy, meaning
students are not allowed to refuse to participate in classroom
activities.
0:00 Students are invited into the classroom, and collect their
Minute Math and subject notebooks from their files.
 Baker College Teacher Prep Lesson Plan Form
Should also include estimates of
pacing/timing.
0:01 Students will find their assigned seats.
0:02 Time allotted for Good News and student pledge.
0:10 Students will complete Minute Math skills review.
0:15 Go over the answers to Minute Math together.
0:20 Allow students to ask any questions from the previous night's
homework assignment.
0:25 Students will open their textbooks to Chapter 2 Section 3.
0:25 Whole group instruction. Main focus of the lesson is
understanding the vocabulary for this section. Pass out a sheet of
white copy paper. Using document camera project the textbook on
the whiteboard.
0:26 As a whole class we will fill out our white sheet of paper.
Vocabulary term inverse operations. Have students make this the
title of their paper.
- What does the word inverse mean?
- Opposite, or antonym (prior knowledge from).
Students will come up with 5 words and write the opposite or
anyonym of the word. Example: In, Out. Up, Down.
- Begin with reviewing operations. What are the basic
operations?
- Addition, Subtraction, Multiplication, and Division.
Now combine the two, Inverse operations.
- Inverse of addition? Subtraction.
- Inverse of subtraction? Addition.
- Inverse of multiplication? Division.
- Inverse of division? Multiplication.
Inverse operations correlate directly with the addition, subtraction,
multiplication, and division properties of equality.
0:46 When students have a sound understanding of the vocabulary
we can then apply inverse operations to solving one step equations.
Going through examples 1-4 in the textbook.
0:56 Check for understanding. Thumbs up if you get it, thumbs
down if you dont, thumb sideways if we are almost there.
0:60 Students will break off into pairs and begin working on the
homework assignment (Page 71-72 problems 5-19 odd, 22, 23, 25-
27). As students are working I will walk around the classroom and
formatively assess how they are doing with the material. This will
allow students to ask questions as they are working on the
assignment. Determine groups (highs, mediums, lows) Assign
HIGHs the assignment attached at top (additionally problems 20, 21,
create your own story problem), assign mediums practice problems
attached at top, assign lows remedial practice problems 1-4 on page
71, reteach in small groups.
0:70 Regroup the class. This will allow for students to ask any
further clarifying questions prior to class dismissal and their
homework quiz.
0:70 Exit Slip
Write one thing you learned today
I didnt understand
0:75 Students will pack up, push their chairs in and begin lining up
at the door in line order.
 Baker College Teacher Prep Lesson Plan Form

0:80 Class dismissal.

Instructional Strategies: Whole group instruction, formative assessment, targeted

Research-based strategies to help students interventions based on student learning levels, identified possible
think critically about the concept/skill
at-risk population for further interventions.
Assessment: Formative: See lesson 0:60
List both formative and summative During instruction check for understanding after every
assessments that you will use to assess student
understanding. Formative assessments are example/problem. Thumbs up if you get it, thumbs down if your
given during instruction (check for lost, thumb in the middle if we are almost there.
understanding), summative are after
completion of instruction (how will you grade Summative: Homework Quiz Friday
quiz, test, project, paper, presentation,
demonstration, etc.).

Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
High students will receive support through an advanced problem set.
Mid level students will receive some level of remediation based on
the formative assessment.
Low level students will have the opportunity for remediation if
assigned problem set.
I also offer tutoring during lunch as well as after school.

Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Regrouping the class after independent work time allows for all
students to ask questions prior to taking the assignment home for
homework.
Exit Slip.

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
Minute Math is a skills review that is completed by students every day. Students have the prior knowledge of
solving equations. We will therefore be building upon that foundation of prior knowledge and learn how to
solve one-step equations.

Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
In the beginning of every class I set aside time for students to share good news. Once good news is
complete, students will move on to their Minute Math.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them? Weather students realize it or not they have actually solved equations many times in the
past. One thing students will struggle with is the vocabulary inverse operations. This will be essential to
include in student notes as this will be essential for understanding how to solve equations (todays lesson
and the rest of chapter 2).

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn? Allow plenty of time for
questions, both new and older material. Students will have time in class to begin their homework
assignment and ask for further clarification if needed.
 Baker College Teacher Prep Lesson Plan Form

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned. Practice problems are assigned at the end of
the lesson. These practice problems are then used on Fridays for their homework quiz.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future? This is a very important topic, solving one-
step equations will be covered in depth on their 30 day test. Therefore, we may need to spend some of
the class period reviewing or expanding on this topic.

For use in all Baker EDU courses: 4/13/16 per Dr. Schram