UMF Unit-Wide Lesson Plan Template

Name: John Hamilton Program: Student Teaching Course: Applied

Algebra
Lesson Topic / Title: Solving Equations with the variable on each side

Lesson Date: 11-19-20 Lesson Length: 15 minutes Grade/Age: 10th Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
Students will solve equations on their own with a variable - With direct instruction and
on each side of the equal sign. knowledge of previous lessons
the students will build upon
their knowledge.
-
Content Standard(s) Instructional Decisions / Reasoning
A.REI.3 Solve linear equations and inequalities in one
variable, including equations with coefficients - By the end of the lesson the
represented by letters. students will be able to solve
equations on their own.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
- To complete this lesson the
- 2-4 Solving Equations with the Variable on Each students will turn in/
Side complete this practice sheet

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning
- To complete calculations and
- Calculator do quick multiplication and
- Computer division the student(s) will
- Pencil need a calculator.
- They will need their computer
if they choose to do the
assignment online.
- A pencil for writing down their
answers.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
 - Ask if students have any questions from the
previous day's lesson.
- Ask how they felt about the lesson and if they
understood it.
- If they did not understand or have questions,
answer those questions and do problems out on
the board.
- To begin lesson for 2-4 remind students that the
questions/ problems are building on the previous
lesson
- Instil confidence in them and let them know that
are smart and know they can solve each problem
- 2-4 is just adding another step from 2-3 and has a
variable on both sides
- Write the first problem on the board explaining
that it just requires one more step.
- Demonstrate how to solve the problem and
explain why you are taking the steps you are
- For the next problem write it on the board but
this time have the students tell you what to do
based on the previous problem
- Remind them to take notes so that they can refer
back to them
- For the remainder of the problems write them on
the board and again have them explain each step
in order to solve
Meeting students’ needs (differentiation, extensions,
modifications, accommodations)
- Hard copy of assignment
- Activate prior knowledge and
build upon previously taught
material/content
- This will get the students
ready to take on multi-step
equations
- By doing the first problem step
by step for them they can see
what is expected of them and
how to solve each problem
- The next problems they will
have to explain how to solve
them and by doing this they
can grasp the material
- The teacher also can assess if
the students are
understanding the lesson.
Instructional Decisions / Reasoning
- If the students prefer the
paper copy they have this
option

Field Courses Only – Post lesson

Reflection

The students had trouble understanding and grasping the ‘variable’ on both sides of
the equation. It was confusing to them at first and they did not know what to do for
their first step. I had to spend extra time on that part of the lesson. Once they got it,
the rest of the lesson was smooth.
Teaching Standards and Rationale
Standard 2 (Learning Differences) 2(c)​, Designs instruction to build on learners’
prior knowledge and experiences, allowing learners to accelerate as they
demonstrate their understandings

Standard 10 (Collaboration) 10(d),​ Works collaboratively with learners and their

families to establish mutual expectations and ongoing communication to support
learner development and achievement.