Name: Sarah Jargiello Day: 2 Period: 1

Lesson Plan
Lesson Title: What is a Constant? (Babysitting) Grade: 6 Date: Mon. Nov. 20th
Subject/Strand: Math: Patterning and Algebra Unit: Equality Unknown Quantities Times: 50 mins  8:30-9:20
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
Today students will be learning what a constant is and how it is represented in an equation. Over the last few days students have been
working with variables and how to solve for one, two and three variables in an equation. Students will see that no matter what
variable you use or choose the constant number will be the same and not change.

STEP 1: CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)
Use variables in simple algebraic expression and equations to describe relationship.

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
 Identify through investigation, the quantities in an equation that vary and those that remain constant. (A)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn:
- Why a constant stays the same and that a variable is the number that is always changing.
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ x ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can:
- Identify a constant.
- Identify a variable.
- Solve an equation that consist of a constant and variable.
- Understand a question that has different variables but the same constant and solve for the answer.
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
Written Students will work on the babysitting work Record keeping format. I will walk around
sheet. To show their understanding of a the room observing students and mark
constant and variable. As well as to solve for the down on an observation sheet if student
variable within the equation. can identify what a constant and variable
is by looking at an equation.
I will collect their math folders and go over
their work sheets to see who has the
understanding of a constant and variables
and how to solve them.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Students will have prior knowledge from our previous lesson about what a variable is and a constant. They will have the steps that are
needed to solve for a variable within an equation.
I.E.P. program implications: Accommodations, Modifications
The students on IEP are in not in the classroom during math.
Differentiation: Content, Process, Product, Environment, Assessment
Proximity to the teacher, provide quiet area for students to work independently.
For the students who need extra help provide opportunity to work at the back table in small groups, to provide
them with the extra help they need to understand how to solve for variables and constants.
Examples of constant, equation, expressions, and variables will be posted in the classroom for student to refer to
when needed, as well as an example how to solve for a missing variable and the steps needed.
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ x ] independent work, [ ] collaboration, [ ] initiative, [ x ] self-regulation
Independent:  follows instructions with minimal supervision.
Self-regulation  seeks clarification or assistance when needed
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Variable, equation, constant, solve, formula, hour, cost, investigate.
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

patterning and algebra grades 4-6: guide to effective instruction in mathematics. slide show- edugains.ca (tips4math), Chart paper for
steps. Babysitting worksheet, white board.

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: ____10-15mins_____ (Indicate time breakdown of instructional elements)
Bell Work:
Drake had a concert last night. From 5pm to 7pm Drake
practiced singing in his dressing room before his performance.
Then he went out to sing and perform from 8pm to 10pm. How
many total hours did drake sing for?
(this question is to get them to think about time and difference
between the times for example 5pm to 7pm is 2 hours not 3
hours)
“Good morning everyone.” “good morning”
“we are going to take up our math question here”
“would someone like to read our question?” Student reads question.
“so, from this question what are we trying to figure out?” “the number of hours Drake was singing for”
“right and how would we do that?” “well he practiced singing from 5pm to 7pm that is 2 hours” (want
them to say 2 not 3).
“good so we know that he practiced for 2 hours, what else do
we know?” “we know that he was performing from 8pm to 10pm and that is 3
“alright, does everyone agree with that?” hours”
“well let’s draw a number line maybe and let’s go from 5 to 6 to
7, how many times did we move?” “2”
“so, what does that tell us?” “that from 8pm to 10 pm was 2 hours”
“From those two answers can we figure out the total of hours “yes, you have to add 2+2 which equals 4”
Drake was singing for?”
“does everyone agree that Drake sang for a total of 4 hours?” “yes” want everyone to say.
“we are going to be working with time, constants and variables
today” “our learning goal today is to learn what a constant is and
how it stays the same in an equation, as well as time and cost or
profit.”
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: ___40mins___ (Indicate time breakdown of instructional elements)
“I am going to hand out a work sheet that we will be working on
together and taking up the questions as we are done. The work
sheet is about babysitting, and it is going to explain that Callie
the girl who is babysitting makes a curtain amount of money if
she is babysitting before 9pm and that if she stays later she
makes extra money, so throughout the worksheet keep in mind
the equation that are provided to you at the top of the page.

Students will begin to work on the first question, I will walk

around the class room observing what they are doing.
As students begin to chatter I will start to take up the question. “P and h”
“let’s look at the first question: what are the variables in these
equations and what do they represent? So, who can tell me “P is the total amount of dollars she will make, and h is the hours
what the variables are in the two equations?” that she was babysitting”
“good, what do they represent?”

“right.”
“taking a look at the second question: Callie was babysitting one
evening from 6:00pm until 11:00pm How much should she be “we know that she was babysitting from 6pm to 11pm.”
paid? Using the equation above to help you determine your
answer. So, looking at everything what do we know?” “the first one”

“so which equation do we use for this question?”

(want students to notice that both equations need to be used,
because she is babysitting till 11pm and that is after 9pm) “no, we have to stop at 9pm.”

“right, so the first equation states before 9pm, so she starts at

6pm can we go all the way to 11pm to use this equation?” “3 hours”
“right so, we can only use 6pm to 9pm.” “yes, we can put the 3 where the h is”
“how many hours is 6pm to 9pm?”
“knowing the 3 hours can figure out how much Callie will be
paid, for babysitting from 6pm to 9pm?”
“let’s write our equation and put substitute the h with 3.” “we do 4 x 3 which equal 12.”
P=$4 x 3 “yes”, “no”
“what can we do now?”
“so, Callie made $12 for 3 hours, is that all she made though?”
(want students to say know because still have the hours from “yes, we need to use the other equation”
9pm to 11pm). “because she was babysitting till 11pm, so, 9pm to 11pm”
“is there something else we need to do?” “2”
“why?” “yes, we can substitute it with the h?”
“so how many hours is 9pm to 11 pm?”
“so, can we use the second equation, and substitute the 2 with
something?”
“let’s write our equation and add the substitute.” “we do 6 x 2 which equals 12.”
P=$6 x 2
“what do we do now?” “no” (want them to say no because still need to add 12 and 12
“so, we know that she made $12 for babysitting after 9pm, so together to get the total)
does that give us the total of what she is to be paid?” “add 12 +12 together, which would give you 24, so Callie needs to
be paid $24 for babysitting.”
“what do we need to do to get the total amount?”

“we are going to work on the next question together.” Re-read

the question: “Callie received a total of $60.00 for babysitting.
Use the equations above to help determine how many hours
before 9:00pm and how many hours after 9:00pm she could
have worked in total to ear this amount of pay. Try to find many “by guessing numbers”
possibilities. “
“so, it is asking us to find many possibilities, how do you think “yes”
we could do?” (want students to be thinking about a chart)
“not quite, do you think if we use a chart to help us?”
“let’s make a chart we could have four columns. On the left we (what students to be thinking about the first row and what we
will start with hours. Next column, before 9pm, then, after 9pm already know)  “we can do 1 hour”
and the total at the last column.” “yes, it is $4”
“what do you think we can do next?” “the equation at the top”
“okay, let’s put a one there, do we know how much she will “yes, it is $6”
make I hour before 9pm?” “Its 10”
‘where did you get the $4 from?”
“right and do we know the amount for after 9pm?”
“right, now what is the total for those two hours?”
“right, now I’m going to give you 2-3 mins to fill in the reset of
the chart on your own up to let’s say 10 hours.”
As students are doing that I am going to walk around the room
observing students as they work, to see which are able to
complete it and those who need more help. “that she has to work 6 hours before and after to receive $60.”
“let’s fill in our chart here on the board can someone come fill
out the 2 hours for me.” Then the three and so on. “no”
“now that s done, from our chart what do we know by looking at (want students to see that 2 days would total 6 hours before and
it?” after which will still give her a total of $60)
“right, are there any other possibilities?” “she could babysit for 3 days and do 2 hours before and after,
“well let’s look, could she babysit for 2 days instead of one, with which would be $20 each day and when then x by 3 you get $60.”
shorter hours to receive $60?”
“from that way is there another possibility that she could receive
$60?”

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: ____10mins___ (Indicate time breakdown of instructional elements)
“as a wrap up, I’m going to give everyone 2 mins to answer
question 6 on the other side of the sheet.”
As students are completing the question I am going to walk
around to observe who can answer the question on their own.”
“2 mins are up, let’s take it up.”
Re-read the question.
“who can tell me what variable C represents in the equation?” “the total amount or the cost”
“right, and what about p?” “it represents the amount of people going to the movies.”
“excellent, I could see many of you got that while I was walking
around the room.”
(if there is time I will take up some of the questions from the
EQAO sheet/yellow sheet. If not, I am going to collect their math
folders to go through them to see who still needs extra help on
solving for one, two and three variables.) (possibly keep the
students in at recess who need the extra help before the test on
Thursday)

Extension Activities/Next Steps (where will this lesson lead to next)

Next steps will be to work with the students who need the extra help. Then to move onto making equations.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?

Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was a
balance between teacher and student talk
evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?

Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?