Xavier Perry: Standard Lesson Plan: Algebra 1

STANDARD LESSON PLAN FORMAT

Honors Algebra I
I. Describe the Class
A. Grade
1. 10
B. Student/Classroom Composition
1. 28 students
a. 20 regulatory students
b. 4 gifted students
c. 2 second language learners
d. 2 learning disabled students

II. Subject/Skill:
A. Subject
1. Honors Algebra I
B. Skill
1. Expressions, Equations and Functions
a. Solving and Writing Linear Equations
b. Using Formulas to resolve

III. Objectives
A. The students will identify and arrange functions to apply the appropriate formulas
and find missing information on 80% of attempts made on assigned problems,
tests and activities to duplicate what the learner has absorbed.
B. The student will distinguish the difference found in linear equations and
inequalities by translating functions and giving examples on 80% of attempts
made on assigned problems, activities and tests.
C. The student will demonstrate their understanding pf formulas and apply the
formulas correctly to solve linear equations and inequalities on 80% of attempts
made on assigned problems, activities and tests.
D. The student will analyze equations and use formulas to compute and solve
problems on 80% of attempts made on assigned problems, activities and tests.
E. The students will assemble and categorize their answers to generate correct
response to move forward in their group activities. In doing so they will cultivate
correct responses as a group on 80% of attempts made on all assigned problems,
activities and tests.
F. The students will evaluate and interpret functions and formulas to summarize all
solutions on 80% of attempts made on assigned problems, activities and tests.

IV. Procedures
1. The students will comprehend and be capable of using formulas and functions
to solve linear equations and inequalities with 80% accuracy on assigned
problems and tests.
2. Review Prerequisites: The students will need all vocabulary previous taught
formulas such as, but not limited to; standard form, slope-intercept form,
 Xavier Perry: Standard Lesson Plan: Algebra 2

point-slope form and general form. The students will use this information to
solve linear equations and inequalities.
3. Modeling:
Activity (1): All students will be assigned into a group of four. Each group
will receive a stack of ten index cards with unsolved linear equations and
inequalities written on one side. One student will be assigned the job of
showing the groups work on the alternate side of the card, while another
student’s job will be to bring the card to me to find out if their answer is
correct. Each group will be allowed 3 attempts at each problem.

Instruction: Please pay attention and follow my instructions. As you can see,
the desks have been repositioned like a maze. At certain points in the maze as
you move along, you will collect prizes. Your teams have received ten
equations that must be solved to complete the maze. You will have three
opportunities to show me an answer and receive a check, indicating that your
answer is correct. Your groups have thirty-five minutes to make it through the
maze using the information and formulas previously learned.

4. Guiding Practice:
Activity (2): After completing activity one, the students will take a seat and I
will draw a three-dimensional cube on the white board. On each side of the
cube, a term is written like slope, slope-intercept form. I will ask students to
volunteer to pull small magnets out of a jar with formulas written on them and
match them with the corresponding term. Throughout this exercise, I will
throw small fun size candy bars about the classroom for those students whom
volunteer to come to the board and also those whom verbally participate.

5. Independent Student Practice:

I will pass out worksheets and ask the students to only do the odd numbered
problems. While the students are working, I will walk around the room quietly
pointing out any errors I notice while also answering any questions the
students may have about the worksheet. I will then assign all the even
numbered problem as homework and additionally provide ten minutes in class
for the students to begin the homework assignment in case there are any
further questions.

V. Materials
Materials needed for this lesson include; index cards, pencils, erasers,
worksheets, white board, magnets, dry erase markers and erasers, a jar and
candy bars.

VI. Grouping Structures

The students are placed into groups using heterogeneous grouping in the
classroom group activities.

VII. Modifications
 Xavier Perry: Standard Lesson Plan: Algebra 3

This lesson plan utilizes kinesthetic (more hands-on learning) and visual
learning to accommodate those students who are secondary language learners
and special needs learners. Additionally, the groups being formed using
heterogenous grouping provides for the special needs students to help the
lower level students through group activity.

VIII. Assessment
I will determine the students understanding of the material by viewing their
group progress during the activities in addition to their individual scores on
assigned material and tests. I will combine class participation scores, group
activity scores, assigned worksheets and tests scores to determine their overall
percentage in the classroom. I will then assess each student individually. Part
of being a teacher is not only being aware of how children learn, but also how
they display this learning best. Some students may grasp the material 100%,
but be poor test takers, while others may be very good at regurgitating printed
material during a test, but have difficulty engaging in group activities.
Through the collection of that data, I will determine whether each student has
achieved the 80% standard I set at the beginning of the lesson for the class.