Lesson Plan Template

Name: Carolyn Roselli Grade: 8th

Lesson Mini Lesson: Determining how many solutions a multistep Date: November 11, 2019
Title: equation has
GPS/GSE Standard(s):
MGSE8.EE.7a Give examples of linear equations in one variable with one solution, infinitely many solutions,
or no solutions. Show which of these possibilities is the case by successively transforming the given equation
into simpler forms, until an equivalent equation of the form 𝑥 = 𝑎, 𝑎 = 𝑎, or 𝑎 = 𝑏 results (where 𝑎 and 𝑏 are
different numbers).
Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):

Learning - Focus Strategies

Essential
Question(s) - Are there multiple ways to solve a multi-step equation?
1-3 BIG ideas! How
can these questions - How many possible solutions can you get to an equation?
be used to guide
your instruction?

Central - Students are able to determine if an equation has one, none, or many solutions
Focus/Lesson
Objective(s) - Students are able to solve these equations, but also are able to recognize
Objectives are
measurable and hints/shortcuts to figure out the number of solutions an equation has, and are
aligned with the
standard. able to explain WHY these shortcuts work.

Academic Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
Language scaffolding (support) depending on the needs of the students.)
What is the key
language demand?
What Academic - Demonstrating/Preforming (google doc formative) (mini-lesson on whiteboards)
Language will you - Listening/speaking (through mini lesson/review)
teach or develop?
What is the key Language Functions (Identify the purpose for which the language is being used, with
attention to goal and audience- the one verb from the standard; ex. demonstrate.)
vocabulary and/or
symbols? What - Give examples???
opportunities will
you provide for
students to practice Language Vocabulary (Identify key words specific to the content area derived from
the standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters,
content settings, descriptions, dialogue, stage directions.)
language/vocabulary - Variable
and develop fluency?
- Term

- Like terms
 - Constants

- Operations

- Solutions

- Value
Remember to pay particular attention to when planning:
Language Discourse (structures of written or oral language; how participants of the
content area speak, write, and participate.) and Language Syntax (set of conventions
for organizing symbols, words, phrases into structures.)

Assessment/ Assessment Plan for IEP Goals (Before lesson, formative & summative):
Evaluation Assessment Plan for Learning Objectives (Before lesson, formative & summative):
Every standard listed - Before lesson: warm-up will be used to see how in detail we need to go in the
above must be explanation of the equations during the body of the lesson. The warm-up will
assessed and serve as a way to tell exactly how behind or how well the students are on the
included. Formative concept of multiple solutions, no solutions, or one solution as an answer.
and summative
- During lesson: Students will use the whiteboards to complete problems during
assessments should
be considered while lesson. Teacher will use this as a way to assess their knowledge, and to see how
planning. Questions much explanation and practice is needed.
to consider while - Evidence of student progress and mastery (complete after lesson has been
planning:
How will students implemented): Summative: Quiz at the end of the week (Friday 11/15)
exhibit an
understanding of the Formative: ‘Drag and Drop’ activity. The students will complete an activity on
lesson’s objectives?
How will you google docs to serve as a way for the teacher to see to what extent they need to
observe and/or
provide feedback? review further on 11/14, before the quiz on Friday. The activity will allow the
What evidence will
you collect to students to solve 10 total equations; with a mix of them being no solution,
demonstrate
students’ infinite, or one. It will allow them to have an interactive activity that formally
understanding/maste
ry of the lesson’s assesses their knowledge prior to the summative on 11/15.
objective(s)?
Materials - Class whiteboard
- Paper
What resources can - Individual white boards, markers, and erasers
be used to engage - Smart Board
- ShowMe
students? - IPAD
- Computers (Google Classroom)
Introduction to - Hook: Going over the essential question. This will provoke thoughts, and
Lesson/
Activating different strategies in the students in solving the equations that they are about to
Thinking
How will you tackle.
introduce the lesson?
What is the ‘hook’ - Introduction/focus: Based on what the class had just talked about during the
for the lesson to tap hook, the students will show the different ways to solve these equations through
into prior knowledge
and develop the focus. It will be a total of three questions. It will show me how well they
students’ interests?
This should tie know the tricks and tips in solving these problems, and it will show me how in
directly into the
lesson’s objective depth I need to review the material.
and standard.
***Use knowledge
of students’
academic, social,
and cultural
characteristics.
Body of Lesson/ - The students will be given a whiteboard, marker, and towel to do their work on.
Teaching Strategies
What will you have - The teacher will sit in the front of the room with their IPAD projected onto the
the students do after
you introduce the whiteboard with the PowerPoint pulled up.
lesson to learn the
standards? - The power point will include a reminder on each slide to be sure to simplify both

sides of the equation prior to trying to find an answer to the problem.

- This will allow the students to have a hint as to where to start if they are

significantly behind.

- The teacher will display one problem at a time to avoid the overwhelming

feeling of too many problems to finish in one class.

- The teacher will instruct the class to solve each problem on their whiteboard as it

is pulled up on the screen.

- They will be given a nonspecific amount of time to work on each problem

(teacher’s discretion based on how much time the students need)

- It is better to go over less problems than have the students not understand a lot of

problems. (better to understand 3, then go over them all but not understand any)

- After each period of time, the teacher will instruct them to flip their whiteboards.

This will allow each students’ ‘voice’ to be heard. The students have been

wanting to shout out answers and participate. This will allow each student the

opportunity to express what they know, while also assessing how behind those
 students are that do not want to speak up in class, and get talked over by the

others.

- Go over problem using Show me to correct any mistakes

- Point out common mistakes that the teacher saw on the whiteboard.

- Repeat this for the rest of the 7 problems

Closure/
Summarizing - After the PowerPoint, the students will be instructed to log into Google
Strategies:
How will the Classroom and complete the ‘Drag and Drop’ activity.
students prove they
know and understand - This activity will include a total of 10 problems. 3 of the will be infinite, 3 will
the standard(s)? How
will you review the be no solution, and 4 will have one solution. Each category will be labeled in the
standards and close
the lesson? doc as to how many equations are under each column.

- Students must turn in their work to prove they did not just guess which one goes

in which column. This will also help the teacher assess to what extent the

students are able to recognize the correct answer, and if they just luckily got

them right or genuinely understand.

- 5 minutes before class, I will reassure them that the class went well and I

appreciate all the hard work they did today.

Modifications/ Differentiation Category: Why does the student need modifications/accommodations?
Differentiations for
Students’
Individual Needs
How will you Modification(s)/Accommodation(s):
modify or
differentiate the
experiences in your
Rationale: Why is this modification/accommodation appropriate?
lesson to meet
students’ individual
needs?

***Credit for this template belongs to Tennessee State University and Columbus State University.