Lesson Plan

Heather Darbe

Stage 1 Desired Results
Content Standard(s):

CCSS.Math.Content.7.EE.B.3- Solve real-life and mathematical problems using numerical and algebraic
expressions and equations.

Unpacked Standard(s): (Module 2)
The student will need to be able to read and understand what the
math problem is asking the student to do.
The student knows why the math problem is asked and why it
would pertain to real-life.
The student knows what real-life and multi-step means.
The student will need to be able to pick out important
information out of the math problem that will help them to solve
the problem. For example, if the question asks the student to
find the increase in an auto insurance premium, and throws in
numbers related to the art industry, the students knows that the
art industry information is not relevant to the question about
finding the increase in the auto insurance premium.
The student is able to know what tools he or she can use to solve
the problem and identify which will work best.
The student know what order of operations is and when to
apply it.
The student understands estimation in real-life.
The student understand why estimation is used in some
problems.

Essential Questions: (Module 2)


While participating in life,
how can you determine when
you are getting the most for
your money when making
purchases?

Students will set their own personal goals by. (Module 3)

My student was able to use the rubric to set her own learning goals. She was able to see that based off the rubric, she will
thrive in the class if she can learning how to get to the answer rather than always finding the right answer. She has a
learning goal to always show my work this will help her to show the instructor what her thought process is and why she
came up with the equation that she came up with. Overall, I think this was a good pre-assessment and she was able to
gain some insight for how to exceed the expectations during her lesson. .

Progress on students' personalized goals will be monitored by(Module 5)
The students are given a sheet where they set a goal as well as copy down the classroom objective. This worksheet
is then revisited at the end of the week where the students rate their objective learning experience and reflect on the
goal they set.



Procedures
Walk into the classroom quietly
Grab the assignment worksheet from the appropriate box that is located on my desk
Turn in any homework or make up assignments in the appropriate box located on my desk
Take your seat and copy down the objective that is written on the board
In your notebook, write down your own personal weekly goal
If you need to use the restroom or leave the classroom, raise hand and ask
If you have questions from last nights lecture, you can ask them after I get the class started on todays
assignment
If you need to tell me a day you will be absent or late, please wait until after class to do so or send me an e-mail
through the class website
If someone is bothering you, please politely discuss it with that person and if you can still not resolve it, then
communicate with me after class or through the classroom website.
Rules
Arrive on Time to Class with Supplies and Assignments
Keep Your Hands to Yourself
Respect Each Other- No Putdowns
Always try to do better then you did yesterday
No Eating or Drinking While in Class, unless its water in a Sealed Water Bottle
Always treat a Substitute Teacher with Respect

Stage 2 Assessment Evidence Directly Aligned to Content Standard
Pre-Assessment, including analysis of the pre-assessment results / Performance Task(s) or
Assignment Description(s):

Students are to answer the following questions in order for me to assess their knowledge of the
material.
1.) Malie and her sister won a $45 iTunes gift card. They agree to split the money so that Malie gets 2/3 of
the value and her sister gets the rest. If songs on iTunes cost $1.29, how many songs will each sister be
able to buy?

2.) Braxton wants to spend his $60 savings on new longboard parts
online. He has a promotional code that he can use for 1/5 off his cost before shipping or for free
shipping. If shipping costs are $1.75 for each $10 spent, how should he use his promotional code? Justify
your answer.

I am looking for the following in order to assess:
Pick out the necessary information needed to solve the problem.
Show process in developing the equation.
Show the equation to solve the problem.
Use order of operations to solve the equation.
Check the answer.
Understand what the answer means.


Rubric:

Criteria 4
Exceeds
3
Meets
2
Approaching
1
Needs
Development

Work is shown of
steps taken to find
the answer/solve
the problem

Work clearly
indicates
progression of
steps taken to
solve the problem

Some work is
shown, but a step
is missing leaving
progression
difficult to follow

Some work is
shown, but more
than one step is
missing leaving
progression
unclear

No work is show.

Settingup/
finding the correct
equation

The equation to
solve the problem
is clear and
correct

The equation is
correct, but is not
written correctly,
the equation is not
simplified or
condensed down

The equation is
not correct, but
the student
attempted to find
the equation and
had considerable
thought to
equation.

The equation is
not there and/or
no attempt made
to find the
equation.

Calculations are
correct

All calculations
performed
correctly to arrive
to the right answer

1-2 errors in
calculations

More than 2 errors
in the calculation

Calculation not
attempted.

Check the answer
and understand
the answer
Checked answer
to find its correct
and
Clearly write
about what the
answer is saying
and why it relates
to real world

Checked answer
to find its correct
and mostly write
about what the
answer is saying

Did not check
answer but wrote
some about what
the answer means
in real life

Did not check
answer and did
not write about
the answer



Self or Peer Assessments

The students are given a sheet where they set a goal as well as copy down
the classroom objective. This worksheet is then revisited at the end of the
week where the students rate their objective learning experience and reflect
on the goal they set. Below is the worksheet.

Class Objective:
Copy down what is written on
the white board.



My Goal This Week
Write down a goal you would
like to achieve this week.



AFTER THE WEEK HAS ENDED

Low

High
Rate how comfortable you BEFORE 1 2 3 4 5
are with this weeks
objective(Circle) AFTER 1 2 3 4 5

How do you feel about the goal
you set?



Comments:




Formative Assessments,
Summative Assessments, etc.


Self Quizzes at home that
provide specific feedback.

Journals/Math Portfolio

Tests

Weekly Goals Met
Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments
Learning Activities:

Lecture Video: #1- Understanding What the Problem is Asking
Watch this video at home and have one question to ask tomorrow at school.

In Class Collaboration:

Students chose to do one of the following:

Choice 1:
In a group, solve together questions #s ___ through___. Be sure to talk through each question together
and be sure that everyone understands and is showing work on their own sheet of paper that will be reviewed.
Choice 2:
In a group make your presentation on how to solve questions #s ____through___. This can be done
using a PowerPoint, a recorded video with the recorder provided by the teacher. Be sure that each person is
included in the presentation and be sure that the work is somehow shown through your presentation.
Choice 3:
By yourself, answer questions #s _____ through____. Get comfortable in your chair/desk. If you
wish, you may listen to your music with one ear-bud in while it is very low. Be sure to show your work and
to explain what the answers mean to you in real life. You may ask me for help as I walk around the classroom.


Stage 4 Feedback Strategies, including Timeliness

Verbal specific feedback is given while walking around classroom as students work on their assignments.

When students present their work, the teacher and the classmates provide feedback right then and there.

Procedures are rehearsed and followed allowing for optimal class work time and time to help each other
through each assignment, the words of other classmates will also act as immediate feedback.