Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Holland Cummisford

Date Subject/ Topic/ Theme Balance in Equations Grade ______7_________

I. Objectives
How does this lesson connect to the unit plan?
- Shows students how to solve one step algebraic equations with basic operations (addition, subtraction, multiplication, division)
- Teaches critical understanding of the equal sign for solving equations
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Interpret the meaning of an equal sign in an equation U
Solve equations by keeping each side balanced Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.7.EE.A.1
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with
rational coefficients.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite - How to solve equations using tables and graphs
knowledge and skills. - Basic skills in addition, subtraction, multiplication, division

Pre-assessment (for learning):

Outline assessment activities
(applicable to this lesson)
- Observing each team during review game
- Exit ticket from prior class period
Formative (for learning):
Formative (as learning):
- Playing balance game online
Summative (of learning):

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means
lesson present? Representation Action and Expression of Engagement
Provide options for perception- making Provide options for physical Provide options for
information perceptible action- increase options for recruiting interest- choice,
interaction relevance, value,
What will it take
neurodevelopmentally, - Chance for extra points authenticity, minimize
in game by shooting threats
experientially, emotionally, paper in recycling bin
etc., for your students to do - Working in teams to
this lesson? solve equations on
whiteboard

Provide options for language, Provide options for expression and Provide options for
mathematical expressions, and symbols- communication- increase medium sustaining effort and
clarify & connect language of expression persistence- optimize
- Discussing the meaning of - Solving equations on challenge, collaboration,
the equal sign whiteboards mastery-oriented feedback
- Playing balance game
online - Working in
teams to solve
problems

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Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
Provide options for comprehension- Provide options for executive Provide options for self-
activate, apply & highlight functions- coordinate short & long regulation- expectations,
- Reviewing past lesson with term goals, monitor progress, and personal skills and
game before starting new modify strategies strategies, self-assessment
lesson & reflection
- Self-
monitoring
during online
game
- Student personal computers
- Whiteboards and dry erase markers
- Recycling bin and scrap paper
- Tape lines on floor for extra points in game

- Groups of 4-5 at tables

- Whiteboards already at tables
How will your classroom be
set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
20 - Crumple and Shoot Review activity for
Motivation solving one step equations: each table group
(opening/ is a team. Assign each team member a
introduction/ number 1-5
engagement)
- Explain game: Equations will be written on
the board and the team must solve the
equations together. Every person writes the
answer on their whiteboard.

- After 30 seconds (adjust time based on - Solve problems as a team. Each person
quickness of class) call a number, and the must be paying attention and working
person with that number from each team together with the group
raises their board with the answer. Each
correct team gets 1 point and a chance to - Shoot paper for extra points
shoot paper into the recycling bin for extra
points. (1 and 2 point line)

- Keep track of score on the board

- Repeat with more equations until a winner is

chosen.

- Explain that today they will be learning

another important part of solving equations
and will get more practice

- Put away whiteboards

20 Development
(the largest - Ask students what they think an equal sign - Suggest meaning for the equal sign
component or means
main body of
the lesson) - Based on student answers, explain that an
equal sign represents balance

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 - Draw a balance scale on the board and write
parts of the equation on each side, explain
how as we solve equations, we keep the two
sides equal

- Give the example of 2 lbs on each side of a - Suggest answers for how to balance the
scale. If you take away 1 lb from one side, scale
how do you make the other side equal?

- Show an example on the board - Complete example problems in small

demonstrating if you do something to one groups
side, you must do it to the other

- Give a few more example problems on the

board

- Show students the Balance online

game: explain how to do the game
correctly
http://www.mathplayground.com/AlgebraSc
ales_Main.swf
- Play algebra balance game individually
- Have students use computers to play the on computer
game on their own

- Monitor student work

- While students are playing game, go over

exit ticket from prior class period with those
that struggled

5 - Once again emphasize that the equal sign - Clean up computers

Closure
means balance
(conclusion,
culmination,
- Explain that this is an important concept to
wrap-up)
remember as we start solving more complex
algebra problems with more than one step

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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