Lesson Plan Template

Teachers’ Names: Emily Christ, Emma King, David

Ryan Scheduled teaching date: May 7th, 2019
Grade Level: 6
Subject Area: Mathematics-- Solving Single Variable Equations in Word Problems

School Data:

1. Enrollment
a. Number of students: 1,165
i. Capacity: 1,070
 1. 4 relocatable classrooms
b. Racial/ethnic makeup:
.African American: 8.5%
i.White: 67%
ii.Mixed: 4.7%
iii.Hispanic: 4.5%
iv.Asian: 15%
2. Environment
. Attendance: > 95%
a. FARM: 9.2%
b. Student Teacher Ratio: 16.3
c. Computer Student Ratio: 1:1
d. Average class size: 27.6
3. Performance
. State tests
.Less than half the students are meeting PARCC expectations
for 6th & 7th grade math
i.More than half meet expectations for PARCC algebra I & 8th
grade math
a. 2006 Blue Ribbon School
b. Considered a Blue Ribbon School of Excellence
4. Area
. Suburban
a. Average Home Price: $500,000 (Ranges from $230,000-800,000)

Lesson Standard(s): You must include both standards below

· MD Common Core Standard
 Gr. 6 Unit: 6.EE.B.6: Reason About and Solve One-Variable Equations and
Inequalities
· ISTE-NETS-Students
 Empowered Learner: 1c. Students use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a variety of ways.
o Plickers / Socrative as formative assessments
 Knowledge Constructor: 3d. Students build knowledge by actively exploring real-
world issues and problems, developing ideas and theories and pursuing answers and
solutions.
o Working with word problems provides for real world applications of
mathematics
 Computational Thinker: 5c. Students break problems into component parts, extract
key information, and develop descriptive models to understand complex systems or
facilitate problem-solving.
o Breaking the word problem done to identify the goal, variable, etc.

Learning Objectives:
 1. Students will be able to analyze a word problem and learn how to break it apart,
understand the question, and define the variable.
2. Students will be able to apply logic to write an equation that corresponds to said word
problem.
3. Students will be able to apply knowledge in order to solve an equation and answer the
question in context.
**Keep in mind the common errors students make**
· Do not feel like you need more than 3 objectives. You only have 35 minutes to
teach…so don’t overload yourself.
· For each objective, you will include a statement about which level of Bloom’s
Taxonomy it fits under and why you selected that level/objective
· Your objectives must be written according to Bloom’s verbs

Assessments:What assessments will you use to evaluate and document whether or not the
students met the stated objectives above ^^? This is Backward Designing….
· At least TWO formative (during lesson) assessments should be included.
· At least TWO summative (end-of-lesson/end-of-unit) assessments should be included.
o REMEMBER UDL: You will provide options for these assessments. In other words, you
will include at least two options for each of your formative and summative assessments.
· These assessments should be tied directly to your objective (I will ask you to draw lines
from your objectives to their respective assessment(s).
· Even if you don’t get to all of these assessments, they should be fully developed
1. Formative Assessments
a. Socrative space race to test how well students are able to solve single-variable equations
b. Plickers to test how well students are able to decode word problems
2. Summative assessment
. 5 question test -- pick 3 to answer 7.1
i.Have to explicitly show what equation they used, what each variable represents.
ii.Can write answer showing your work with math, make a video and talk about what you did, or
write your answer in paragraph form to describe how you got your answer 4.1
a. Students have to write and solve their own word problems (3) -- can be written, typed, or
presented in video form 4.1, 7.1
.Show me app 4.2

Teaching Materials: You will include a list of ALL the materials you need
 · What materials do you need in order to teach this lesson?
 · What technologies will be used to enhance this lesson?
 · Identify the technologies used to enhance this lesson?
 o List websites
 o Hardware/software titles
 o Assistive technologies
 Elmo document camera or whiteboard
 Whiteboard and markers
 Computer
 Projection screen
 Socrative.com
  Plickers.com
o QR code cards necessary for Plickers
o Cell phone and the plickers app
 Khan Academy website

Anticipatory Set: AKA the “Hook” of your lesson that gets your learners interested in the
content. Think about multiple means of engagement…..
· How can you capture their attention?
· Motivate instruction by focusing the learning task, its importance, or the prior
knowledge/experience of the learners.
Procedures: This is both the step-by-step of your lesson (the what) and the why. Where
appropriate with each step, you will also comment on the following:
1) In what ways do these procedures account for equity issues?
2) In what ways do these procedures take into account digital citizenship?
3) Does computational thinking, design thinking, or maker mentality fit in here?

3. Before we start our lesson Emma will log in to Plickers, Socrative, and Google Slides to
access our presentation. We will have the projector and promethean board on.
a. We will also give each table an iPad
b. Remind students that they will need a device for this lesson
4. Emma will send out Khan Academy link night before to outline new topic. (students all
have devices at school that they can bring home) 3.1
5. David Introduction:
. Will inform everyone that this is a 6th grade math class
a. “Hi everyone! Was everyone able to access the Khan Academy link last night? You can
use those videos and practice questions at any time to help you better understand this next
section of the unit. I’ll also be assigning some specific homework questions through that page.”
b. David will also go over the objectives in the Powerpoint -- he will ask for a volunteer to
read each objective (a different student for each one) 6.1
i.Students will have name tags on their desk
6. David will put on video to get students engaged (this school has low math scores to a
humorous hook is used to get kids engaged)
. “So we understand word problems are not everyone’s favorite, but hopefully this video
will get you a little more excited about them”
a. One of us will make sure the lighting is good for the video 1.1
b. David will ask students to give a thumbs up if the volume level is good
7. Emily will run review of single variable problems through online, interactive game
(Socrative space race game) 9.3 -- review is needed not just to activate background knowledge
but because many students in this school struggle with math connecting the current lesson with
past lessons with help students make connections and see the importance of what they are
learning
“Now I want everyone to go to socrative to do this review game before we start today’s
lesson. You will click student sign in and type in the class code that is on the board.”
a. Reminder about digital citizenship
i.“Remember that when creating a name for any type of online activity, it should be appropriate
and respectful to others.”
 b. Make sure that all students are signed in before beginning and tell them not to begin until
the teacher says to
c. Emily will reassure students that everyone will work at their own pace and it is more
important to get the questions right rather finish them quickly 7.3
2. Emily will address any common misconceptions before moving on.
. Look at the status charts to see how many people got each question right
a. Review the answer to each question as a class and explain why some students may have
gotten it wrong 6.4
b. Open up floor to let students ask any remaining questions
3. Emma will introduce a simple word problem and show all the steps to solve it 2.3 -- the
practices after each step will further reinforce the skills they are being taught which is
useful for all students, but especially those who struggle at math
. Will mention that the students have access to a video that also describes the process 1.1
a.
b. Go over what the different words mean in terms of what operation is used to complete the
problem 2.3
.Do Khan Academy practice as a whole class -- each table will discuss and write their answer on
a whiteboard (or use the iPad ShowMe app) and hold it up. Class will come to a consensus and
then Emma will type in the answer and see if its correct 8.3
i.In a real lesson students would do all the arithmetic by hand but for times sake we will allow the
class to use the calculator on their devices
c. Show word problem 8.1
d. Outline the steps
.Go over the “Breaking Down a Word Problem” Slide
e. Go through the problem step by step with the class 2.1
.Animation on the slides will reveal the different steps
i.Going over slide 8
ii.Ask students questions as we go through it
1. When they get to step 4 (write the equation) they will discuss as a
table what the equation is and write it on the whiteboard (or use the
iPad ShowMe app) and then hold it up
2. We will go over what the correct answer
3. On step 5 we will have each table solve the equation, write the
answer on the whiteboard (or use the iPad ShowMe app), and hold
it up. We will discuss the correct answer as a class
4. Use a formative assessment to see if the students understand how to translate words into
an equation. (This will not be testing their ability to solve a problem on their own, rather
it will see if they know how to dissect it) Plickers 6.4
. Use question from first Khan Academy practice to create questions
https://www.khanacademy.org/math/pre-algebra/pre-algebra-equations-expressions/pre-algebra-
equation-word-problems/e/translate-one-step-equations-and-solve--basic-
a. Address confusions along the way and redirect students
b. Emma will log into her plickers account to pull up the activity while Emily passes out the
Plickers cards to the students
.As Emily does this David will explain how to use the plickers cards -- turn the card so the
answer you want it on the top
 c. As the questions appear on the screen David will read the questions out loud and Emma
will use her phone to scan the answers. After all answers are submitted Emily will reveal the
correct answer and ask if anyone has any questions. 1.2 & 1.3
.If this doesn’t work we will have the students hold up their hands using the sign language
symbols for A, B, C, & D
i.Emily will teach the class the hand configuration for each letter (a picture will be shown on the
board and Emily will demonstrate)
5. Online game to practice through Khan Academy 8.4 (may not have time for this in the
lesson)
. Provide paper to work out problems if needed 5.2
a. The link to this is in the discussion board thread on Blackboard
6. Done in class here
. To close out the lesson Emily will explain what we would have done for summative
assessments had time allowed. We will ask students if they have any further questions and thank
them for their participation.
a. If time permitted we would do this at the very end after the summative assessment.
7. Summative assessment
. 5 question test -- pick 3 to answer 7.1 (DAVID’S WORKSHEET USED HERE)
.Have to explicitly show what equation they used, what each variable represents.
i.Can write answer showing your work with math, make a video and talk about what you did, or
write your answer in paragraph form to describe how you got your answer 4.1
a. Students have to write and solve their own word problems (3) -- can be written, typed, or
presented in video form 4.1, 7.1 -- allowing students to write their own problems will keeps
students engaged in the assignment (can create culturally relevant questions)
.Show me app 4.2

Provide a step by step description of the sequential steps to help students achieve the
objectives (keep in mind these procedures (alone) can be up to 5 pages long):
· Be sure to include transitions (how you move your students from one lesson
focus/activity to another).
· These elements may be included: scaffolding, checking for understanding, providing
for guided practice and assigning independent practice.
· Participants/Grouping: identify any grouping choices applicable to this lesson and
explain why. This could include whole group, small group, pairs.
· These procedures should be clear and descriptive enough so that another teacher could
deliver this lesson.
· You should make notes along the way to show your thinking about why you have
chosen to do what you do (e.g. using data about students)

UDL Implementation (be sure to reference the UDL Educator’s Checklist for this section):
Provide specific examples of the components in this lesson plan that exemplify the following
(keep in mind, this section can be one-two full pages on its own).

· Multiple Means of Representation:

 1.2 - Closed captions available on the video for those who struggle to follow along with
the audio
  2.3 - Teaching students how to decode word problems
 2.5 - will show equations in math symbols, words, and as pictures/diagrams
 3.1 - the socrative and beginning video will allow students to activate background
knowledge and refresh their memories of how to solve single-variable equations
· Multiple Means of Engagement:
 7.1 - students are able to answer 3 out of 5 questions in the first summative assessment so
they can choose the ones they like best // students design their own word problems in the
second summative assessment so they can make it about things they enjoy
 8.3 - students are working in pairs on the worksheet to encourage collaboration
 8.4 - instructors will walk around and give feedback while they work on the worksheet //
the formative assessments with provide feedback and allow students to see where they
stand
 9.3 - the Socrative space race will allow students to reflect on how well they retained the
information being reviewed.
· Multiple Means of Action and Expression:
 4.1 - in the summative assessment students are able to respond to the questions through
written math work, written words, or video
 4.2 - the option for the use of the show me app in the summative assessments is an
assistive tool / technology for students who may explain themselves better through
discussion
 5.2 - students will be given manipulatives to help them make sense of the word problems
 6.4 - plickers is a formative assessment that will allow students to see if they comprehend
the first part of the lesson

Closure:This is the act of reviewing and clarifying the key points of the lesson.
· What might you say or do (or what might your students do) to bring this lesson to an
appropriate conclusion?

To close out the lesson will explain what we would have done for summative assessments had
time allowed. We will ask students if they have any further questions and thank them for their
participation. In a real class we would end with the summative assessment.

Resources:
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/71402
http://udlguidelines.cast.org/?utm_medium=web&utm_campaign=none&utm_source=udlc
enter&utm_content=site-banner
https://www.plickers.com/library
https://www.khanacademy.org/coach/dashboard
https://youtu.be/K5X5hFEa12g
https://socrative.com

Overall, really nice job. You all stayed focused on your objectives and your digital tools
supported those objectives. Your presentation was well thought out, and I like how you
incorporated a variety of formative assessments that should help you/your students track
their own progress throughout the lesson. I might suggest giving students an opportunity to
reflect along the way so that they can gauge their own understanding….and better plan
where they need to focus throughout the rest of the lesson/unit Develop self-assessment and
reflection (checkpoint 9.3)

I look forward to following the success of all three of you in the future:)
15/15 for plan.
18/18 for implementation of plan.

Don’t forget you have 48 hours to complete the reflection. Here is the link to your
reflection:
https://towsonu.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c61dfa0c-47a8-4855-
9bf2-aa4600e039db