Lesson Plan Template
Pre-Planning:
OBJECTIVE
What will your students be able to do?
 Students will be able to add and
subtract rational numbers, including
integers, decimals, and fractions
 Students will be able to multiply and
divide rational numbers, including
integers, decimals, and fractions and
use properties of arithmetic to model
multiplication and division of rational
numbers
 Students will be able to model and
solve real world problems involving
the four operations with rational
numbers
PREREQUISITE SKILLS
What will your students need to know to
master the grade-level objective?
 The four mathematical operations with
fractions by whole numbers
 Identifying and graphing positive and
negative numbers on a horizontal and
vertical number line
 Understand absolute value as the
distance from zero on a number line
Johns Hopkins University School of Education
Lesson Plan Template
Revised April 13, 2017
CONNECTION TO ACHIEVEMENT GOAL
How does the objective connect to your
achievement goal?
Students’ SLO district tests is coming up next
week. The goal that students want to meet is
to increase their score by 10% or higher.
Reviewing Unit 2 (Operations with Rational
Numbers) will help students prepare for the
test. Also, I want students to be prepared for
the upcoming unit that focuses on
expressions and equations which requires
them to use skills from the current unit which
will set them up for future success in math 8
and their high school courses.
DIAGNOSTIC
How will you assess students’ mastery of
these foundational skills?
Type III Assessment (Downloading) will help
me understand what skills students have
mastered in previous units and in the current
unit. It will give me an opportunity to plan
interventions or re-teaching lessons to help
address misconceptions, confusion on
concepts, and prepare students for their
assessments and ultimately PARCC.
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Preplanning
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and
when will you assess mastery?

If my students have 80% mastery on the assessment given at the end of class, I will know if
they met the objectives and if I need to reteach certain concepts. All activities in this lesson
will serve as a way for me to know what my students have mastered and what they have not.

KEY POINTS
What three to five key points will you emphasize?

 Apply rules of adding, subtracting, division, and multiplication to rational numbers

represented on a number line and in real world problems
 Use the properties of operations to help solve, interpret, and describe real world
problems involving the four operations to rational numbers
 Dividing and multiplying numbers with the same sign result in a positive quotient or
product; dividing and multiplying numbers with different signs result in a negative
product or quotient
 Adding negative numbers together result in a negative sum; adding positive numbers
together result in a positive sum; adding a negative and positive number, will result in
the sum taking the sign of the number with the greatest absolute value because that
number has the greatest distance from zero
 The commutative property only applies to addition and multiplication

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Lesson Plan Template
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Lesson Cycle
OPENING (10 min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Students will complete a DO NOW. The DO NOW is a review of what was  Student
taught last lesson and a review from the last unit on proportional relationships interactiv
and unit rates. e
notebook
1. Add or Subtract the following rational numbers. s
1. 1 ⅕ + (-3 ½)
2. -7/6 - (1 ¾)

b. Multiply or divide the following rational numbers.

a. ¾ x (-1/5)
b. -4 1/4 / -6 2/5

c. You can type 105 words in 5 minutes. Your friend can type 210 words
in 3 minutes. Are these rates proportional? Explain.

Students will walk me through each problem as we review the do now.

Students who answer problems a and b should explain that they can change
the mixed numbers to improper fractions. They would need to find the LCM
since the denominators are not the same. Then they would need to add or
subtract.

Students who answer problems a under question 2 would explain that they
would multiply the numerators together and the denominators together. Then
simplify. Students who answer problem b should explain that they can convert
the mixed numbers to improper fractions. Student should explain they should
use the rules for dividing fractions to solve the problem. Then simplify.

Student who answers question 3 should explain that they would need to find
the unit rate for them and their friend. If the unit rates are equivalent, then the
rates are proportional.

After the do now review, students and I will discuss the objectives they will be
focusing on today and go over the agenda for today’s lesson which is written
on the board.
INTRODUCTION OF NEW MATERIAL (15 min.) MATERIALS
What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?

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Lesson Plan Template
Revised April 13, 2017 3
Lesson Cycle
Students are not learning new material. This will serve as a review of the rules  Student
for the four mathematical operations. interactiv
e
Students will work in their groups to make a list of strategies they would need notebook
to help them during the jeopardy game. Each group will chart down their s
strategies (mathematical operations and mathematical reasoning).  Chart
paper
Students will also play the integer game to help them practice utilizing the  Integer
rules of all four operations in preparation for the game. game
cards

GUIDED PRACTICE (20 min.) MATERIALS

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?
Students will work in groups to play Jeopardy.  Word
problem
packet
Groupings of Students: Students are grouped based on their performance on
their performance on assessments so far in the year (pre test, quizzes, post
test, etc.) The groups are heterogeneous because certain students have
strengths in certain concepts and can help each other build on their
weaknesses.

Type I questions= 50 points

Type II questions= 100pts

Students will have 2-3 minutes for Type I questions

Students will have 4-5 minutes for Type II questions

Students will solve the problems individually in their groups. After solving the
problem, they will discuss their solutions and put a final answer on their white
boards at their tables.

Groups will put their markers down and white boards up when they hear the
instructions, “Markers down, boards up!”

Each group that gets the answers correct will get points. One of the groups
who get the answers correctly will pick a person to come to the document
camera and explain their work to the class. If no group gets the correct
answer, the teacher will explain the correct answer. Other students will be
taking notes on how the student is explaining the answer.
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Lesson Plan Template
Revised April 13, 2017 4
Lesson Cycle

A group who did not get the correct answer will get a chance to win half points
if they can explain the mistake they made in the problem.

Problems for Jeopardy are included at the end of the lesson plan.

INDEPENDENT PRACTICE (20 min.) MATERIALS

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
Students will work on a task problem independently.  Word
Problem
Students will have 5 minutes to cold and close read the problem in their  Interactiv
groups. Students will have access to the KNWS chart to help them solve. The e
chart is optional to use as it is a tool to help them organize a strategy to help Notebook
them solve. The KNWS chart will most likely be used by SPED students or s
students who struggled on the last quiz to help them.

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Lesson Plan Template
Revised April 13, 2017 5
Lesson Cycle

CLOSING (20min.) MATERIALS

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 6
Lesson Cycle
The closing will be students completing their Type III task in preparation for their
SLO and Unit 2 test. The type III problem will serve as the assessment to address
any concepts that might need to be addressed and retaught before their test.

References:

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Lesson Plan Template
Revised April 13, 2017 7
Brahier, D. (2013). Teaching Secondary and Middle School Mathematics (4 th ed). Upper
Saddle River, NJ: Pearson.

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 8
Johns Hopkins University School of Education
Lesson Plan Template
Revised April 13, 2017 9
Johns Hopkins University School of Education
Lesson Plan Template
Revised April 13, 2017 10
Johns Hopkins University School of Education
Lesson Plan Template
Revised April 13, 2017 11
Integer Game Instructions

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 12
Johns Hopkins University School of Education
Lesson Plan Template
Revised April 13, 2017 13