UMU Lesson Plan Template

Name: Jackie Custer Date: November 14, 2018

Grade Level: 6th Grade Class Period: 1
Subject: Mathematics Lesson # & Title: One Variable Equations
Function of the Lesson (check all that apply):
 Introduce New Skill or Content
 Practice
 Review

Context for Learning and Planning Rationale:

There are a total of 20 students (12 female, 8 male) in a sixth grade algebra classroom. These students
come from different socioeconomic and cultural backgrounds, but all of the students are of the
Caucasian race. This is a non-inclusion classroom, so all of the students are said to be “average”
learners. Even though they are all considered to be “average” learners, all students are diverse learners
and have different skill levels, so it is still necessary to differentiate in order to accommodate the many
different levels of the students.
Classroom Environment:
The classroom is very inviting for students. The classroom is set up so that students are in groups of 2
arranged in rows. Every desk is facing the front of the classroom and every student has a “partner”.
After the teacher gets to know the students and their learning abilities, they will change the seating
arrangement to better suit the learning of all students. The teachers desk is in the front corner of the
room, and the smart board and the white board that the teacher teaches from are right next to the
teacher’s desk.
Rationale:
While planning the lesson, it is important for the teacher to take into account the different
socioeconomic backgrounds and the cultural backgrounds of each child. No matter what the child’s
socioeconomic background is, it should not be a problem with this lesson, because the information being
taught is not related to social status. On the other hand, it will be extremely important for the teacher to
consider the diverse needs of the learners within the classroom in order to fulfill their specific needs.
This is a non-inclusion classroom but there are still multiple needs that need to be met when presenting
the information to them because every student learns differently. The best way to ensure that the teacher
is reaching each student is to differentiate and teach the topic multiple ways.

Content Standards: The Ohio State Math Learning Standard that is used throughout this lesson is,
6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. The mathematical
practice standards that are used in throughout this lesson are 1. Make sense of problems and preserve in
solving them, 4. Model with mathematics, 5. Use appropriate tools strategically, 8. Look for and express
regularity in repeated reasoning.

Revised January 2018

Learning Objectives:
1. When given an equation with one variable (x) and whole number coefficients, students will be
able to solve for the variable (x) and come up with the correct answer, with 100% accuracy.
2. When given an equation with one variable (x) and fraction coefficients, students will be able to
solve for the variable (x) and come up with the correct answer, with 90% accuracy.

Academic Language:
 Variable
 Coefficient
 Evaluate
 Variable Equation
 Term
 Constant

Assessment Plan, Formative Assessment:

1. Before the lesson takes place, the students will do a bell work activity. This activity will be on
the smart board as students walk into the classroom. They will work on this and then the teacher
will assess how confident the students feel about moving on to the next section.
2. During the lesson, students will be asked to collaborate with their peers while working on a
worksheet, so the teacher can assess how well the students understand the information that was
taught, and so the teacher can walk around and work one-on-one with students who need extra
assistance.

Assessment Plan, Summative Assessment:

1. To assess whether students understand and mastered the lesson objectives after the lesson, the
teacher will have the students complete the rest of the worksheet on their own. By the end of the
lesson, students should be able to complete the worksheet by themselves without any assistance
from peers or the teacher.
2. To completely assess students on their learning, they will complete a new worksheet for
homework. This worksheet may be started in class but should be finished at home. This will give
the teacher a good assessment of what the students took away from this lesson and if there are
any topics that need to be reviewed further.

Procedures, Lesson Introduction (10 Minutes):

1. To grab the students attention, we will do a bell work activity. The teacher will put a problem up
on the smart board and students will work on the problem as they come in and sit in their seats.
This will be a fun activity that will give the students an opportunity to talk with their friends for a
few minutes, so they can prepare to be quiet and listen to the lesson.
2. After the students have finished the bell work problem, the teacher will go through the problem
and write the answer on the smart board.
3. The teacher will then explain to the students what they will be able to accomplish at the end of
today’s lesson and ask them to pull out their notes sheets so they are ready to begin taking notes
throughout the lesson.

Revised January 2018

Procedures, Lesson Body:
1. The teacher will check the students understanding by going over a few review problems from the
previous day. The teacher will give the students 3 review problems and let them work with their
partner for 3 minutes.
2. Once the 3 minutes is up and the students are finished, the teacher will then call three volunteers
to come write their answers on the board.
3. After the answers are written on the board, the teacher will then check these answers and discuss
how the students came up with these answers. The teacher will then ask if there are any questions
before moving onto the lesson of solving one variable equations.
4. At this point, the students are ready to move onto one variable equations. The teacher will fill in
all the blanks on the fill in the blank notes sheet for today’s lesson about one variable equations.
5. The teacher will then do some examples of solving one variable equations while asking the
students what the next step for each equation is. After the teacher shows examples of problems,
she will then ask if there are any questions about solving one variable equations before moving
onto the activity.
6. If the students are ready to move on and have no further questions, the teacher will then hand out
a fun worksheet for the students to first try on their own and then work with students around
them.
7. The students will work on the worksheet by themselves for 10 minutes and then once the 10
minutes is up, the students can work with other students for 5 minutes.
8. After the students are done filling out the worksheet, the teacher will put the answers up on the
smart board. Students should take this opportunity to ask any questions about the notes or the
worksheet.
9. This is the end of today’s lessons notes. The teacher will ask one final time if there are any
questions and after she answers those questions, the lesson is complete.

Procedures, Lesson Closure (10 Minutes):

1. To close the lesson, the teacher will ask students to work on their homework that is going to be
started in class but finished at home.
2. As the students are beginning their homework, the teacher will be walking around giving
assistance to those who need it.

Differentiation, Individualized Instruction, and Assessment:

1. In order to meet the diverse needs of all learners, the teacher will walk around during
independent working time for the last ten minutes of class to get one on one attention and
assistance.
2. The teacher has incorporated multiple ways to teach and explain each task, in order to benefit
and reach all students.
3. The teacher will have multiple different activities for the students to work on to help them
practice and review their solving one variable equation abilities, in order to reach visual,
kinesthetic and auditory learners.

Revised January 2018

Instructional Materials and Support:
 Class set of little white boards
 Dry erase markers to use with their white boards
 Pencils
 Worksheet (attached below)
 Smart board for teacher to show worksheet/notes

Research and Theory Commentary:

The theory that was used throughout this lesson was Bandura’s Social Learning Theory. This theory
says that people learn best from one another. This includes observation, imitation, and modeling.
Bandura’s Theory was used throughout the lesson by allowing students to collaborate with their peers
while working on their worksheet together. This theory was also used when the teacher writes the
correct answers on the board and the students model what the teacher has written.

Cultural Responsiveness, Equity, and Inclusion Commentary:

In order to make sure the teacher is being culturally responsive, they will incorporate a turn and talk
among peers into the lesson. While students are working on their worksheet, they will be turning and
talking with their peers to share and find correct answers.

Use of Technology Commentary (if applicable): N/A

Reflection and Instructional Commentary (if applicable): N/A

Revised January 2018