Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Holland Cummisford

Date Subject/ Topic/ Theme One Step Equation with Coins/Pouches Grade _______7______

I. Objectives
How does this lesson connect to the unit plan?
- Introduces students to solving real world problems by solving equations
- Helps make the transition between concrete and abstract understandings of variables and solving for them

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

Diagram equations using the coins and pouches situation

An x

Compute values of variables based on a real world situation Ap

Translate drawing of equations into algebraic equations U

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.
CCSS.MATH.CONTENT.7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations
and inequalities to solve problems by reasoning about the quantities.

(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 write equations from a table
knowledge and skills. - What is a variable

Pre-assessment (for learning):

- Review of writing equations
Formative (for learning):
Outline assessment - Teacher walking around and observing group work
activities Formative (as learning):
(applicable to this lesson) - Working with groups on solving the equations with manipulatives, checking their own
progress
Summative (of learning):

What barriers might this Provide Multiple Means of
lesson present? Representation
Provide options for perception-
making information perceptible
What will it take - Talk about equations as
letters/numbers, real life
neurodevelopmentally,
situations, and tables
experientially,
emotionally, etc., for your
students to do this lesson? Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
- Using basic terms
before explaining
mathematical
terminology
Provide Multiple Means of Action
and Expression
Provide options for physical action-
increase options for interaction
- Manipulatives used to
model algebraic
equations
- Drawing pictures of coins
and pouches
Provide options for expression and
communication- increase medium
of expression
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
- Collaboration through
group problem solving

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 Provide options for comprehension-
activate, apply & highlight
Provide options for executive Provide options for self-regulation-
functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection
- Begin by explaining - List rules at the begin
the long term goal of (expectations)
solving for variables,
and explain that this is
one strategy

Materials-what materials - Coins and pouches worksheet

(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

- Small groups of 3-4 (students choose)

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.
10 - So we already know how to write
Motivation equations to represent a situation, right?
(opening/ Lets do a few examples with tables
introduction/ 1 3
engagement) 2 6 - Try to figure out equation from table
3 9
4 12
- y = 3x
1 -3 - Try to figure out equation from table
3 -1
5 1
7 3
- y=x4
- Discuss strategies with table. Share
- Lets use the second equation as our
possibilities
example. What if we knew the y-value,
but not the x-value? How would we figure
that out? Talk about some possible
strategies with your table.

- Thats what we are going to be learning

about in this unit, and it is called solving
equations, or solving for variables (x and
y are variables)

- Today we are going to do an activity that

helps you think about some of the ways
that we can start learning to solve for
variables.

20-25 Development - Explain a story situation: In a far away

(the largest kingdom, they use pouches and dollar
component or gold coins. However, nobody except for

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 the king knows the value of the pouches.
One mathematician helped make a plan to
keep track of the number of one dollar
coins in each pouch.

- There are 2 rules for this activity: Each

pouch contains the same number of gold
coins in each problem, and the number of
coins on each side of the equal sign is the
same, but some are hidden in the pouches.

- Distribute coins and pouches worksheet

- First situation: 10 coins = 3 pouches and 4 - Model equation through drawing

coins

- How many coins must be in each pouch? - Solve for the number of coins
main body of
the lesson) - How did you figure this out? - Explain strategies to class

- More situations: 3 pouches and 3 coins = - Model and Solve for number of coins
30 coins, 2 pouches and 4 coins = 12 coins

- Walk around and monitor progress

- Pouches on both sides, what might you - Provide suggestions for strategies
have to do differently for these
problems? : 3 pouches = 2 pouches and 12 - Model and Solve for number of coins
coins, 3 pouches and 3 coins = 2 pouches
and 12 coins, 2 pouches and 21 coins = 5
pouches and 3 coins

- Walk around and monitor progress

10 - Now lets use one of the problems we - Provide suggestions

already did: 10 coins = 3 pouches and 4
coins. How could we write this as an
algebraic equation? (10 = 3x + 4)

- We already solved this one, too. We know

there are 2 coins in each pouch, so our
variable is equal to 2. If we replace the x - Plug in 2 and solve the right side.
Closure
with 2, what does the right side of the
(conclusion,
equation equal?
culmination,
wrap-up)
- Go through the worksheet one more time - Write equations for each coins and
and write the equation that represents each pouches problem
of the problems you did

- So, we can use a model like this one as a

strategy to solving for a variable when
given an equation!

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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