Lesson Plan Guide

Teacher Candidate: Savannah Bates Date: 06/30/18 __________

Grade and Topic: 6th Grade Mathematics Length of Lesson: 50 minutes for 2 days

Mentor Teacher: Townes School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● This lesson is part of a unit on solving algebraic equations with variable(s). This lesson is based
on TN state mathematics standard 6.EE.C.9a.
LESSON OBJECTIVE:
● Given Internet access and an instruction guide, students will use technology to take beneficial notes to
fill in their worksheet and create a comic demonstrating their knowledge of the material with a score of
at least 90%.
● It is expected that students use their collaboration skills with other students, however, making sure they
stay focused with their original work recorded.
● The goal of this lesson is to make sure students have full understanding of how to solve an algebraic equation
while being able to use technology to demonstrate their knowledge.

STANDARDS ADDRESSED:
 TN Mathematics - 6.EE.C.9a Write an equation to express one quantity, thought of as the dependent
variable, in terms of the other quantity, thought of as the independent variable.
 ISTE Standards - 3. Research and Information Fluency: Students apply digital tools to gather, evaluate,
and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
MATERIALS:
● Algebraic Equations Worksheet
● Dictionary
● Computer
● Pen/Pencil
● Internet Access to:
a. Wikipedia’s definition of a variable in math: What is a Variable
b. Create a comic: www.toondoo.com/
c. How to: Solve variables on both sides
 The previous listed websites will be used to guide students through their worksheets and allow them to
demonstrate their knowledge of the material.
Student Comic Sample:

Student Worksheet and Guide:

BACKGROUND and RATIONALE:

d. Given two types of cases, students will understand how to solve for a variable in an algebraic
equation.
e. Academic Language is not addressed in IDT 3600.
f. In this lesson students will use their previous knowledge of basic operations and solving simple equations.
g. This lesson will be the basis for future, more complex algebraic expressions.
h. I am aware that the lesson will be differentiated for students who did not master the objectives and
for those ready for enrichment. However, modifications are not covered in this course and are not
part of this lesson.
PROCEDURES AND TIMELINE:
● Introduction: Begin by writing 2+x=4 on the board to demonstrate an algebraic expression with one
variable. Explain what a variable in algebra is and why it is relevant. Allow students to take a few
guesses on how to solve for x.
● Procedures:
Prior to the Computer (25 minutes)
Teaching Procedures:
1. After the Introduction, give each student a copy of the Algebraic Equations Worksheet. Begin by reading the
instructions out loud to the class. Go over computer rules and websites listed. Work at least 5 more problems
with variables (using each of the operations) to allow the students time to get a grasp of the information.
2. Ask for questions often along the way, giving students the opportunity to respond and address any confusion.
3. Explain how they will need to begin a new page in their notes for the information they have learned
throughout the next two days.
4. Display the steps to creating a comic on toondoo on the overhead.
Student Procedures:
1. Students should begin by writing their name on the worksheet provided and looking over the instructions and
guidelines.
2. They will continue to watch as the examples are provided from the teacher.
3. Next, they will begin to start a new page in their notes titled “Solving for Variables”.
At the Computer (50 minutes)
Teacher Procedures:
1. Direct the students to the computer and allow them to open the first link provided.
2. Make sure students are on the right track and continue to monitor their progress while being available if a
student needs assistance.
Student Procedures:
1. Students begin by reading the instructions and opening the first link provided on the worksheet.
2. Continuing onto the link provided, they will research the question and write the answer.
3. As they continue to move through the worksheet they will add the definitions and examples in their notes.
4. Reaching the end, students will reflect on what they learned. They will use this to think of a direction for their
comic.
5. Students will then open the link provided for the comic and begin to create one.
6. Once they have finished the comic, they will save it and upload it to the appropriate dropbox.
After the Computer (25 minutes)
Teacher Procedures:
1. Once every student has saved and submitted their comic into the dropbox and turned in their worksheets,
allow for each student to present their comic.
2. During presentations, the teacher will be sure to point out the student’s creativity, faults (if any), key points,
and encouraging words.
Student Procedures:
1. Students will prepare to present their comic.
2. They will explain the topic and path they chose, why and reflect on what they have learned throughout the
assignment.
● Closure: The teacher will review all of the concepts covered and allow students to ask questions.

ASSESSMENT EVIDENCE:
Criteria 1 2 3 4
Descriptive notes Notes were not taken Few descriptive notes Notes were taken but Notes were complete
were taken for both and/or were missing were taken, and key few key points were and very descriptive
types of expressions. from the assignment. points were missing. missing and not with each key point
descriptive. covered.
Step-by-step Examples were not Only one example Both examples were Both examples were
examples of both taken and were was written and added written in notes, but added to notes and
types of equations missing from this to notes. few steps were were complete with
were added to notes. assignment. missing. each step.
The worksheet is fully Worksheet was not Worksheet was 25% Worksheet is more Worksheet is 100%
completed and completed or turned complete with few than 75% complete completed with at
correct. in. questions correct. and most are correct. least 90% correct.

Comic was complete Comic was not Comic was submitted Comic was submitted Comic was submitted
and submitted to the completed and/or not to the dropbox but to the dropbox but to the dropbox,
dropbox. It related to submitted to the was not fully had few mistakes completed, related to
the current lesson dropbox. completed or did not throughout. the lesson with no
while being creative follow along with the mistakes.
and original. lesson.

MODIFICATIONS:
 I am aware that the lesson will be differentiated for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.