Mr.

Dawson

LESSON PLAN TEMPLATE – Sample One

UPDATED 12 June 2019

Date: November 27, 2019 Subject: Math Time: 45 min Grade: 7/8

ONTARIO CURRICULUM EXPECTATIONS

[Include both numbers and details (cut and paste content) from the curriculum documents – 2/3 specific expectations, not
exhaustive]

Overall:
By the end of Grade 7, students will:
• represent linear growing patterns (where the terms are whole numbers) using concrete materials, graphs, and
algebraic expressions;
• model real-life linear relationships graphically and algebraically, and solve simple algebraic equations using a
variety of strategies, including inspection and guess and check.

By the end of Grade 8, students will:

• model linear relationships graphically and algebraically, and solve and verify algebraic equations, using a variety
of strategies, including inspection, guess and check, and using a “balance” model.

Specific:
By the end of Grade 7, students will:
• represent linear growing patterns, using a variety of tools (e.g., concrete materials, paper and pencil, calculators,
spreadsheets) and strategies (e.g., make a table of values using the term number and the term; plot the coordinates
on a graph; write a pattern rule using words);
• evaluate algebraic expressions by substituting natural numbers for the variables

By the end of Grade 8, students will:

• evaluate algebraic expressions with up to three terms, by substituting fractions, decimals, and integers for the
variables;

LEARNING GOALS
Are specific curriculum expectations rephrased in learner-friendly language- what will learners learn? Why this lesson?

● We will learn vocabulary related to algebra, such as variable, substitute, expression, and
evaluate.
●
● We will learn how to substitute a variable, and evaluate algebraic expressions. We will also
practice the proper format for evaluating an expression on paper.

SUCCESS CRITERIA
“I can” statements that specifically outline what the learners need to do to achieve the learning goal.

● I can define some vocabulary terms related to algebra.

Mr. Dawson

● I can demonstrate proper form while evaluating algebraic expressions.

ASSESSMENT TASKS & TOOLS (‘as/for/of’ learning)

Will you check to see what learners know already? (assessment for learning, i.e. KWL/questioning)
How will you check learner understanding? (assessment as learning, i.e. self assessment/high five)
What are the key tasks, performances, activities, (assignments) in this lesson that will allow learners to best demonstrate that
they have achieved the Learning Goals?
What assessment tools will be most appropriate to collect data? (eg. Rubric, anecdotal, check list, etc.)

● Math Journals - formative observations of responses made (see student understanding of

concepts)
● Anecdotal notes during class
● Seat Work - handed in and evaluated for accuracy (used as formative assessment for/as)

RESOURCES
List of resources that will be used to facilitate learning. Include a list for both the teacher and the learner.

● Math Journal Question for board.

● Math Makes Sense 7 & 8 (as a teacher resource) - chapter 10
● Math Makes Sense 7 & 8 Practice/Homework books, Grade 7 p. 212-213 & Grade 8 p. 213

ACCOMMODATIONS

Example of at least one accommodation that might be used for a learner with specific needs.

● Modified seatwork, or only completing a smaller portion of it, can be made available to students
who require accommodations or modifications.

INTRODUCTION
The “HOOK”, Motivator, Introduction to the Lesson
Explains the purpose of the lesson

Engages and motivates learners

Math Journals (15 min):

● Have students answer a review question from a previous unit in their math journals.
○ (-5)+(+6)-(-2)=+3
■ Solve by adding the opposite for subtraction, use a number line if necessary.
○ (+10)-(+3)-(-5)=(+12)
■ Have a student demonstrate on a number line on the smartboard.
● Take up the questions as a class, noting the proper strategy to solve, and recurring issues
students have with it.
Mr. Dawson

BODY OF LESSON
Includes a STEP by STEP process as to how the lesson will be carried out
Includes VARIED and ACTIVE teaching strategies (D.I.) to best achieve the Learning Goal
Consider development of Literacy Skills

Explain in detail, what exactly you will do and what you expect the learners to do.

Break up the lesson into clear sections and think about transitions from task to task.

Time needed to distribute and collect resources

Assessment of tasks or assignments

Introducing Algebra (15 min):

Algebraic Expressions:
Define vocabulary terms for algebra (5 minutes):
● Variable - a letter or symbol representing a quantity that can vary
● Substitution - Inserting a value in place of a variable
● Evaluate - to substitute a value for each variable in an expression
● Algebraic expression - a mathematical expression containing a variable: for example, 6x $ 4 is an
algebraic expression

Draw a t-chart with headings input and output on board. (3-4 minutes)
Put a number in input column and a number in output column
● Ask students to identify the mathematical operation used to get from input to output
Add another number to input and a corresponding number to output
● Ask students if the operation they chose still works
● If it does not ask students to refine their rule
Add a third number to each column
● Ask students to verify the operation that has been used
Below the t-chart write an algebraic expression for this rule. (i.e. n+3)

Write several algebraic expressions on the board

Show how each of these expressions is evaluated (6-7 minutes)
● Can ask volunteers (maybe grade 8’s) to evaluate
○ Focus on form, one equals sign per line, brackets when substituting for multiplication (e.g.
3x+1=3(5)+1)
● Progress from simple to more complex
○ x+2 where x=3
○ x+2=(3)+2
=5

● 2x+5 where x=5

○ 2x+5=2(5)+5
○ =10+5
○ =15
Mr. Dawson

● (15-3x)+3 where x=2

○ (15-3x)+3=(15-3(2))+3
○ =(15-6)+3
○ =9+3
○ =12

CONCLUSION,REVIEW, WRAP UP OF LESSON

Recap of lesson to determine that the learners understand what you have taught. Assign seatwork/homework to the learners.

Assign seatwork (15 min):

Grade 7s: Photocopy homework book pages 212-213

Grade 8s: Photocopy homework book pages 212 (grade 7) and 213 (grade 8)

REFLECTION OF LESSON
What went well?

What would you do differently next time?

Transition into the lesson went smoothly, having student math journals and required materials out at the start of the
period helped to bring in focus.

Timing ran a little bit long with 3 examples in the body, consider running through only 2.

Inclusion of cross-curricular vocabulary was good, wait time for answers and getting students to participate in
solving examples on the board.

Next time, include examples and outline parts of an expression along with working on and giving the definitions.