Lesson Plan Template
Pre-Planning:
OBJECTIVE
What will your students be able to do?
 Students will be able to add and
subtract rational numbers, including
integers, decimals, and fractions
 Students will be able to multiply and
divide rational numbers, including
integers, decimals, and fractions and
use properties of arithmetic to model
multiplication and division of rational
numbers
 Students will be able to model and
solve real world problems involving
the four operations with rational
numbers
PREREQUISITE SKILLS
What will your students need to know to
master the grade-level objective?
 The four mathematical operations with
fractions by whole numbers
 Identifying and graphing positive and
negative numbers on a horizontal and
vertical number line
 Understand absolute value as the
distance from zero on a number line
Johns Hopkins University School of Education
Lesson Plan Template
Revised April 13, 2017
CONNECTION TO ACHIEVEMENT GOAL
How does the objective connect to your
achievement goal?
Students have a Unit Assessment coming up
which will assess their knowledge and skills
on operations with rational numbers. The goal
is to have students improve their Unit 2
Assessment by 10% than their Unit 1
Assessment. Also, I want students to be
prepared for the upcoming unit that focuses
on expressions and equations which requires
them to use skills from the current unit which
will set them up for future success in math 8
and their high school courses.
DIAGNOSTIC
How will you assess students’ mastery of
these foundational skills?
Type III Assessment (Downloading) will help
me understand what skills students have
mastered in previous units and in the current
unit. It will give me an opportunity to plan
interventions or re-teaching lessons to help
address misconceptions, confusion on
concepts, and prepare students for their
assessments and ultimately PARCC.
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 Preplanning
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and
when will you assess mastery?

If my students have 80% mastery on the assessment given at the end of class, I will know if
they met the objectives and if I need to reteach certain concepts. All activities in this lesson
will serve as a way for me to know what my students have mastered and what they have not.

KEY POINTS
What three to five key points will you emphasize?

 Apply rules of adding, subtracting, division, and multiplication to rational numbers

represented on a number line and in real world problems
 Use the properties of operations to help solve, interpret, and describe real world
problems involving the four operations to rational numbers
 Dividing and multiplying numbers with the same sign result in a positive quotient or
product; dividing and multiplying numbers with different signs result in a negative
product or quotient
 Adding negative numbers together result in a negative sum; adding positive numbers
together result in a positive sum; adding a negative and positive number, will result in
the sum taking the sign of the number with the greatest absolute value because that
number has the greatest distance from zero
 The commutative property only applies to addition and multiplication

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Lesson Plan Template
Revised April 13, 2017 2
 Lesson Cycle
OPENING (10 min.)
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Students will complete a DO NOW. The DO NOW is a review from last unit
about proportional relationships and unit rates.
Students will have 5 minutes to complete the DO NOW silently and
independently.
Students will have 2 minutes to talk their partner about their work. If they have
the same answer, they will come up with an explanation of how they got their
answer. If they have different answers, they will discuss to see whose answer
is correct.
After students discuss, we will come together whole group and discuss the
answer to the problem.
INTRODUCTION OF NEW MATERIAL (7 min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
Students are not learning anything new. This will serve as a review for
students.
Students will work in their groups to discuss the concepts and vocabulary
words they think they need to know in order to prepare for the test.
Students will work on a concept map to help them review the rules for all four
of the mathematical operations when using negative and positive numbers.
The concept map is to help students make connections between the
mathematical operations.
Johns Hopkins University School of Education
Lesson Plan Template
Revised April 13, 2017
MATERIALS
 Studen
t
Interac Commented [b1]:
tive Hart, Natale, and Starr discuss how teachers can help
increase rigor by helping students make connections and
Noteb
integrate learning with previous learning (Hart, Natale, and
ooks Starr, 2010). I have noticed that consistently including more
concepts from previous units have helped students make
connections between prior knowledge and current knowledge.
They can see how what they have learned in the past is
relating to what they are learning now. More students can use
those skills to help better understand the new math skills they
are developing and improving on.
Commented [b2]:
Usually, during the DO NOW period, I will go over the do now
with students walking me through the problem. However, I felt
students should learn from each other beyond their
cooperative learning groups. In Inbar Schwartz's video with
math preparation for the ACT. When students worked on a
problem, she asked students to discuss with each other their
answers. If they had the same answers, they explained their
work, but if they had different answers, they had to persuade
the each other about why their answers were right (Schwartz,
MATERIALS 2015). Students were engaged because they were discussing
their perspectives of how they solved the problem and listened
to other’s perspectives. I want my students to learn from each
other about how there are different ways to solve problems.
 Studen
t
interac
tive
notebo
ok
 Conce
pt Map
Commented [b3]:
I have been looking for more ways to help students make
connections between different concepts in class. In their
article, Hart, Natale, and Starr discuss indicators of rigorous
learning; they discuss engaging students in learning. They
explain that the teacher, “provides opportunities for students
to use and create graphic organizers to facilitate their learning
before, during, and after instruction” (Hart, Natale, and Starr,
2010). The concept map is before the lesson because I want
students to be able to think about what they have learned in
the current unit and think about how those concepts are
related. Sometimes, I am not consistent with making sure
students understand the connections between the current
concepts they have been learning about. Students think they
don’t know something but they have knowledge that can help
them figure it out.
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 Lesson Cycle
GUIDED PRACTICE (40 min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?
Students will work in groups to complete the study guide for their unit 2 assessment.
Groupings of Students: Students are grouped based on their performance on
their performance on assessments so far in the year (pre-test, quizzes, post
test, etc.) The groups are heterogeneous because certain students have
strengths in certain concepts and can help each other build on their
weaknesses. Each group will need to pick a presenter.
There are 6 groups in the classroom. Each group will be responsible for a
certain section of vocabulary review on the study guide. All groups will be
responsible to complete all the problems in the study guide, but they will only
be responsible to present 1-2 problems to the group.
Students will have 10 minutes to complete their section of vocabulary review.
Students will then have 12 minutes to complete the practice problems in the
study guide. Students will have 3 minutes to discuss in their groups the
problems they worked on focusing on the problem they have to present to
check for mistakes.
Each group (presenters) will come up to the document camera and show their
section of the vocabulary review of the study guide to the rest of the class.
The class will have 3 minutes to take notes on the information presented. The
presenters will then discuss the problem their group was in charge of and
explain how they got their answers. The class will look over their answers and
ask questions about the group’s method or answers. I will not say whether the
answer is correct or not while the class is discussing the answers. They will
have determine if the answer is right and will have to be able to justify why
they are right.
INDEPENDENT PRACTICE (15 min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
Johns Hopkins University School of Education
Lesson Plan Template
Revised April 13, 2017
MATERIALS
 Studen Commented [b4]:
t The study guide to prepare for the unit 2 assessment was a
Interac choice the students made. Usually, we would do station
tive rotations to review for assessments. However, students
wanted to have a study guide where they can consolidate all
Noteb of their notes from the unit and study. In her article, Christine
ook Mason talks about student choice to help considering the
 Study relevance to students. She explains, “Teachers can shirt
Guide responsibility to students, giving them guidance and
structuring expectations so that (on occasion) students make
decisions about teaming with their classmates or working
individually, which topics to pursue in more depth, and how to
spend their instructional time” (Mason, 2013). I find that giving
students the choice on the activities they choose makes them
more engaged in the activity which makes them feel more
control over how they are learning. Students will be able to
utilize the study guide to demonstrate their learning and to
continue to understand what they are struggling with and what
concepts they are strong in.
Commented [b5]:
MATERIALS I feel that my students learn best when they are learning from
each other. However, lately, I have realized that I have not
been given them enough opportunities to learn from each
other as a whole class outside of their cooperative learning
groups. In their article, Hart, Natale, and Starr discuss how
teachers build rigor in the classroom by questioning, probing
and facilitating discussions amongst students. They explain
that teachers “provide opportunities for students to question
and challenge each other’s ideas” (Hart, Natale, and Starr,
2010). Having students be responsible for a certain section
and to present problems to each other will give students the
opportunity to learn from more classmates, but it also gives
students the opportunity to question each other and help each
other see mistakes they have made in their work and in their
learning and help each other correct them.
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 Lesson Cycle
Students will take 15 minutes to complete their assessment which will help them
prepare for their Unit 2 Assessment. The assessment will serve as a way to help me
see what concepts students may need to revisit during unit 3 which touches base on
expressions and equations.

CLOSING (5 min.) MATERIALS

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 5
 Lesson Cycle
Students will take 5 minutes to reflect on their learning in their journals with the
following guiding questions.

1. What concepts do you think you have mastered in preparation for your Unit
2 assessment?
2. What concepts do you think you are struggling with?
3. What will you do to help you understand the struggling concepts?
4. What is your goal for the Unit 2 assessment?
References:
Commented [b6]:
I try to consistently reflect on my practices as a teacher.
However, I do not always encourage or give my students the
opportunity to reflect on their learning. In her article, Christine
Mason discusses how fostering reflection from students helps
increase rigor. She explains, “In a classroom with high
expectations, learning is tracked not only with formalized
assessments, but with student reflections…Students who are
skilled at realistically evaluating their own progress and needs,
and are actively engaged in structuring their own learning are
likely to be operating in what researcher Lev Vygotsky termed
the zone. For them learning is meaningful, challenging, and
worthwhile” (Mason, 2013). I always rely on their end of
lesson assessments, weekly quizzes, or unit assessments to
see where students are. I am seeing how students reflecting
on their learning outside of formal assessments can help them
better understand what they are struggling with and what they
have mastered. Giving them the opportunity to reflect can help
them build on setting goals for their learning and
understanding what they need to do to improve their learning.

Hart, Peggy, Natale, Linda, and Starr, Carol. (2010). “Recognizing Rigorous and
Engaging Teaching and Learning”. Teaching for Learning, LLC. Retrieved from
https://blackboard.jhu.edu/webapps/discussionboard/do/message?action=list_message
s&course_id=_158679_1&nav=discussion_board_entry&conf_id=_212979_1&forum_id
=_410384_1&message_id=_5776271_1

Mason, Christine. (2013). "Realizing Rigor at your School". National Association of

Elementary School Principals. retrieved from https://www.naesp.org/communicator-
may-2013/realizing-rigor-your-school

Schwartz, Inbar. (Director). (2015). Inbar Schwartz. [Video File]. Retrieved March 3,
2018, from https://teacherresources.teachforamerica.org/resource/inbar-schwartz

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Lesson Plan Template
Revised April 13, 2017 6