Teacher Breanne Furlanich Date March 23, 2021

Start Time 8:30-9:20 1st portion

School Lomond Community School
Stop Time 9:30 – 10:05 2nd portion
Grade / Subject
Grade 7 and 8 Math Unit/Topic Algebraic Equations

OUTCOMES FROM PROVINCIAL PROGRAM OF STUDIES

General
Represent algebraic expressions in multiple ways.
Learning
Outcomes:
Specific Model and solve, concretely, pictorially and symbolically, problems that can be represented by linear equations
Learning of the form:
Outcomes: - ax + b = c
- ax = b
where a, b and c are whole numbers.

Demonstrate an understanding of preservation of equality by: applying preservation of equality to solve

equations

LEARNING OBJECTIVES
Students will be able to:
1. SWBAT apply multiplication 1-step algebraic equations to their storybook.
2. SWBAT understand the process of preserving equality
ASSESSMENTS
Key Products/Processes  Students begin creating their storybook, exploring possible scenarios where they can continue
to solve problems with algebraic equations
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
  Pencils
 Chrome books
 Expo markers
PROCEDURES
Prior to lesson
Introduction Time
Allotment
Consider: Before students begin working on their ned storybooks, have students pair up
 Attention Grabber with the person sitting next to or nearby them to draw a funny character on their
 Assessment of Prior Knowledge whiteboard desk and give them a funny yet probable problem that requires using 15-20
 Expectations and Routines
 Advance Organizer/Agenda
multiplication. Give students 10 minutes to come up with something to share minutes
 Transition to Body with the rest of the class. Allow students each 1 minute to explain their character
and stories.
Body Time
Allotment
Consider: Once students are done the beginning introduction activity, they will grab out 70 minutes
 ~15-20 minutes per activity their chrome books and work on their ned storybooks. (may need to
 Safety stop early and
 Relevance (the ‘why’)
 Multiple Modalities
Throughout this process, talk to students about their thinking and ensure that do coding
 Questions and Intended they are applying the correct equations to their stories. activities).
Responses Those who are showing promising work, provide them cues that could help them Brain break: 4
 Transitions deeper their problem and storyline, such as: if students are doing a distance minutes
equation, make sure that their method of measuring distance is realistic
(counting steps when you’re walking rather than counting miles).

At 9:30, provide a brain-break for students.

- https://www.youtube.com/watch?v=a9maEYcehyE

After brain break, students continue to work on ned storybooks

May want to allow students about 20 minutes to work on coding if needing a
mental break from their storybooks

Consider:
 Consolidation of Learning
 Objective-aligned Questions
 Communication Items
 Transition to Next Lesson
Sponge Activity
Lesson Reflection
TA notes
Wrap Up/Closure/Cliffhanger Time
Allotment
Pass out paper towels for students and have them clean their desks. 5 minutes
1. What worked well? Why?
During the period, students were to work on their equation chapters. However, at the beginning,
we did a group activity where students worked together in groups of 4 to create a character,
problem and equation. This was very opportunistic for students to gain insight from each other as
to how to connect a story problem to equations. It also helped me hear students’ explanations of
their quick scenario. A group accidentally did a two-step equation which we were able to solve as
a class to solve the equation. Although we are not doing two-step equations until later, this was
still good for students to see what is to come.
2. What didn’t? Why not?
It was nice to have a working period where I could work individually with students to see where
they were currently at. However, there is one particular student whose equation I could not
comprehend. He knew the math, but was having difficulty translating this into a word problem.
The explanation was lacking. This student has an ISP that I have not seen. By discussing with other
teachers, his EA, and reviewing his ISP in the next couple of days, I can better understand that
strategies he needs to understand how to communicate his equation and process. I could see that
he was processing the necessary work, but did not have an effective strategy as to how to sort his
information beforehand in order to organize it in a way where those he communicated with
would fully comprehend his work.
3. Given the opportunity to re-teach this lesson, what would you do differently? Why?
Something that I will be trying to better incorporate is different types of technology resources.
With this activity, students could have still created characters with an animation app. I will be
later doing concept checks via seesaw, a site that students are already on, which allows them to
either use voice, drawing, or word to communicate answers; it is an interactive format.
Math ⅞ - today’s lesson will be a work period for their summative assessment
performance task. Opening task was group work where they quickly needed to
create an engaging character to get into the creative mood and to spark
excitement. Task was related to topics covered in previous lessons so it acted
like a topic review. 
 You did a great job with floating around the room and monitoring progress
of the task
 Students liked that they got to sketch a character and give it a story
 Lots of great conversations about expressing equations as well as
demonstrating balance
 Students were very engaged and enjoyed different storylines
 You were able to support a group who struggled with their complex
example (a topic that will be taught in the following weeks)
The rest of the period was spent catching students up on class work and letting
students work on their summative assessment performance task
 Students were excited to continue this project and to show off their
progress. 
 Some students are writing it like a story and some are using coding to tell
their stories
 You identified a student who may be struggling with communicating their
process and this may be a potential area to collaborate with his LA
teachers and discuss strategies to support him