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Lesson Plan Assignment

Kendall Hall

EDTP 635: Adolescent Development and Learning Needs

Doctor Kimberly Fleming

March 30th, 2022

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Teacher Standards I Will Demonstrate through this Lesson:

ML.1: Essential Understanding of Mathematics Content and Practices

Well-prepared beginning teachers of mathematics at the middle level have solid and flexible
knowledge of relevant mathematical concepts and procedures from the middle level curriculum,
including connections to material that comes before and after middle school and the mathematical
processes and practices in which their students will engage. (Association of Mathematics
Teachers Educators [AMTE], 2017)

ML.3: Strategies to Support Early Adolescents

Well-prepared beginning teachers of mathematics at the middle level use strategies to support a
range of early adolescent learners and engage other educational professionals within their settings
to support student learning. (AMTE, 2017)

Grade: 7th Unit: Expressions and Equations Time Allotted: 50 minutes

Lesson Topic: Multi-step, real-life, word problems using equations of the form 𝑝𝑥 + 𝑞 = 𝑟 and
𝑝(𝑥 + 𝑞) = 𝑟 

Context for Learning:  

This lesson will build off of students prior knowledge, including information learned in the
lessons prior and information learned in prior years. Students began learning how to solve equations in the
form of 𝑥 + 𝑝 = 𝑞 and 𝑝𝑥 = 𝑞 during their sixth grade curriculum. They understood that they must use
inverse operations and inverse order of operations to solve for the variable in an equation. These however,
were one step equations. Students have built on that knowledge by solving multi-step equations in the
previous lesson. They will need to utilize this information to solve word problems in this lesson. Students
will also utilize their newfound knowledge of positive and negative numbers, learned in the unit prior to
Expressions and Equations, while solving these equations. Some of the integers found in the problems
will be positive and others will be negative, so students must understand how to add, subtract, multiply,
and divide positive and negative numbers.
This developmental lesson is to be utilized in the middle of the unit, Expressions and Equations.
This unit will consist of lessons on evaluating expressions in part one and solving equations and
inequalities in part two. This lesson is at the end of the section on equations. This follows prior lessons in
which students reviewed solving one step equations. Students also explored how to write multi step
equations in the form of 𝑝𝑥 + 𝑞 = 𝑟 and 𝑝(𝑥 + 𝑞) = 𝑟 using hanger diagrams. Students then
mastered how to solve the multi step equations that they were creating both by using hanger diagrams and
inverse operations. In this lesson, students will apply the knowledge they have learned to word problems
in which they must write an equation in the form 𝑝𝑥 + 𝑞 = 𝑟 or 𝑝(𝑥 + 𝑞) = 𝑟 and then solve for the
variable. After mastery of these skills is demonstrated, we will wrap up with a review and formative
assessment before moving on to inequalities.
The classroom has multiple technology resources to aid in student education. Physical technology
includes a BoxLight Touchboard at the front of the class to show material for the class and a set of TI-34
calculators for use by the class. I will have my work laptop and the students will have their school
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provided Chromebooks. Other technology available will include applications including Desmos for
interactive lesson slides, Equatio to type math work and equations more easily, and SumDog for extra
practice as an extension activity.
The classroom desks will be laid out in groups of four. These groups or clusters will stimulate
group work and be the most conducive for students to collaborate (Teach for America [TFA], 2016).
These clusters will allow for more walkway room which will ease congestion of student traffic and
prevent distractions of this type (Seifert & Sutton, 2009). This openness also allows for easier interaction
between teacher and student and easier line of sight from teacher to student therefore facilitating the
learning process (Seifert & Sutton, 2009). Each group will create a team name to build the foundation of
collaboration expected throughout the year. This will also help establish the fact that they are a team and
are all responsible for “keeping their cluster clean and organized” (TFA, 2016). I believe this will be the
most beneficial for the work that will be completed.

Curriculum Standard Addressed:

7.EE.B.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational
numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as
appropriate; and assess the reasonableness of answers using mental computation and estimation
strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an
additional ⅒ of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a
towel bar 9 ¾ inches long in the center of a door that is 27 ½ inches wide, you will need to place
the bar about 9 inches from each edge; this estimate can be used as a check on the exact
computation. (Maryland State Department of Education [MSDE], n.d.)

7.EE.B.4.a: Solve word problems leading to equations of the form 𝑝𝑥 + 𝑞 = 𝑟 and 𝑝(𝑥 + 𝑞) = 𝑟,
where 𝑝, 𝑞, and 𝑟 are specific rational numbers. Solve equations of these forms fluently. Compare
an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in
each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its
width? (MSDE, n.d.).

Objectives (observable and measurable):  

1. Students will be able to analyze real life word problems to write equations in the form of
𝑝𝑥 + 𝑞 = 𝑟 or 𝑝(𝑥 + 𝑞) = 𝑟 that correctly represent the information presented in the word
problem.
2. Students will be able to correctly evaluate the solution of equations in the form of 𝑝𝑥 + 𝑞 = 𝑟
or 𝑝(𝑥 + 𝑞) = 𝑟.

Materials:

1. Five minute timer: https://www.youtube.com/watch?v=4ic6bFOEdzs

2. Ten minute timer: https://www.youtube.com/watch?v=mm8_pEtm35M
3. Folders containing copies of the warm up and homework, a calculator, and pencils
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4. BoxLight Interactive Board

5. Gradebook or notepad to mark who has their homework
6. Digital classroom, most likely Canvas
7. Desmos slides Fractionator:
https://teacher.desmos.com/activitybuilder/custom/624711649fe50e09123a2d9f
8. Desmos slides Denominator:
https://teacher.desmos.com/activitybuilder/custom/62478466fdea083f676e36ee
9. Desmos slides Mathmagicians:
https://teacher.desmos.com/activitybuilder/custom/624785f1a4cc984116dc27e2
10. Gimkit game: https://www.gimkit.com/view/6247871f265ae00023ce8914
11. Student Chromebooks
12. Teacher laptop
13. Go Guardian to keep track of student screens
14. Google Read and Write
15. fitBoost Activity:
https://fit.sanfordhealth.org/resources/fitboost-activity?utm_source=blog&utm_medium=website
&utm_campaign=weareteachers
16. Mindful Moments Activity:
https://fit.sanfordhealth.org/resources/mindful-moments-printable?utm_source=blog&utm_mediu
m=website&utm_campaign=weareteachers
17. SumDog: https://www.sumdog.com/us/
18. Microsoft Translator
19. Fidget tools: wiggle cushions, popits, monkey rings, sand filled stress balls, bouncy bands, etc.

Proactive Behavior Management:

Proactive behavior management will stem from day one of the school year. On the first day of
school, students will work together to come up with rules that should be followed in the classroom. We
would discuss as a group which rules best “express [the] standards of behavior for which individual
students need to take responsibility” (Seifert & Sutton, 2009). Because students were involved in creating
the rules, they will be more apt to follow and support them (Seifert & Sutton, 2009). The rules will be
displayed clearly on one of the front bulletin boards, so they are easy to see and refer to. Next, students
would be made aware of the consequences when rules are broken. I would have a three strike system
visible on the opposing front bulletin board. Strike one would be a warning, strike two would be a phone
call home, and strike three would be a detention. These steps would make expectations known from day
one, encouraging respectful behavior in the classroom.
Routine will also help students understand expectations of the classroom. Daily routine will be
very similar from day to day, so this routine will be posted on the board for all to see. As I introduce the
activities for the day, I will refer to the routine. It will consist of a warm up, teacher led instruction, group
practice, independent practice, and a wrap up. Another part of routine is transition time. Lemov stated that
if one minute of transition time is removed from 10 transitions a day, 35 hours of instructional time would
be gained (2010). In order to reduce transition time, I will have a folder under each desk. That folder will
contain all papers needed for the lesson, a calculator, and pencils. This reduces the time needed to pass
out papers and will prevent students from walking around the room and being disruptful. This will also
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help the student who uses a wheelchair feel like they fit in. They will not have to maneuver the crowded
classroom to get their materials and they will not feel singled out by me handing materials only to them.
Student groups will be made in advance and will remain the same for a period of time. There will
be at least one higher achieving student and one lower achieving student in each group as well as two
students in between. This will help encourage the higher achieving student to be a leader and help the
other students and will also give more confidence to the lower achieving student as they begin to
understand the material and become comfortable with their group. These groups will also have a mixture
of personalities, races/backgrounds, and genders to increase the diversity of the perspectives in the group.
I will also make use of a visual timer. This timer will have both the number countdown and will
be in the shape of a circle in which the color gradually disappears to represent how much time is left. This
will help students stay on task by promoting time management. When the timer goes off, students will be
expected to SLANT: sit up, listen, ask and answer questions, nod their head, and track the speaker
(Lemov, 2010). This technique will be enforced from the beginning of the year and will be another way
that students understand exactly what is expected of them in the classroom.

Provisions for Student Grouping:

Students will be in groups of four that consist of one high achieving student and one lower
achieving student, plus two students in between. This will encourage the high achieving student to help
the others in their group which will not only help the others succeed, but will also teach responsibility and
leadership to the high achieving student. There will also be at least one outgoing student and one shy
student in each group. This will hopefully bring the shy student out of their shell and encourage the
outgoing student to be patient and see that we all work in different ways. Because the class is boy-heavy,
each group will have at least one girl to attempt to cut down on side topics and add different perspectives.
The groups will be diverse racially to again encourage multiple perspectives in each group. The students
who like music or like athletics will be separated in an attempt to prevent side topics from forming.
More specifically the student who uses a wheelchair will have an Americans with Disabilities Act
(ADA) approved desk that is designed to roll a wheelchair under. This desk will be placed on the side of
the room close to the door to simplify the task of getting around for the student. The hearing impaired
student will have a desk in the second row. From prior experience with hearing impaired students and my
own educational background, I know that when teachers stand in the front of the room and speak, they
most commonly speak over the first row of students and project onto the second row, therefore, the
second row is where the most direct, unobstructed sound goes.
Based on the descriptions provided, I would place the class clown in the same group as the shy,
overweight newcomer. I would do this in hopes that the class clown would be able to make the newcomer
laugh and bring them out of their shell. I also believe that the quietness from the newcomer may make the
class clown step back and see that they don’t always need to be joking and may calm them down instead
of adding fuel to the fire. I would also place the student with a learning disability in the same group as the
gifted student with ADHD. My hope is that the gifted student would try to help the student with the
learning disability and have something to focus their mind on. Finally, I would seat the opinionated
female student perceived as a leader by her peers with the hearing impaired student who is very
conscientious. I believe the student with the hearing impairment would be able to provide the opinionated
female with views from their perspective, opening her mind up a little to other viewpoints. I also think the
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hearing impaired student may get a confidence boost from working with a student who is viewed as a
leader.

Procedures

Warm-Up/Opening: (5 minutes)

As students walk in the door they will be aware of the daily routine set in place. They will be
expected to find their seat, take out their homework from the day before, open the folder placed under
their desk and take out the warmup for the day to get started on, they also have a calculator and pencils in
the folder if needed (see Appendix for warm up). When the bell rings, I will start a five minute visual
video timer (Stargrid, 2012a). I will take attendance quickly, then walk around and check to see that all
students have their homework completed. This homework will be graded on completion and not accuracy
as it is used as a learning tool.
The warm up students will be working on has a combination of problems that demonstrate the
two skills necessary to successfully complete the exercises in this lesson. There will be two equations in
the form of 𝑝𝑥 + 𝑞 = 𝑟 or 𝑝(𝑥 + 𝑞) = 𝑟, which students must find a solution to. The other two
questions will be hanger diagram problems in which students must write an equation in the form of
𝑝𝑥 + 𝑞 = 𝑟 or 𝑝(𝑥 + 𝑞) = 𝑟 that accurately represents the information in the hanger, then find a
solution to. These problems use skills learned in previous lessons. In today's lesson, students will be
required to use given information to write an equation and then find the solution, so this warm-up reviews
the skills learned thus far that are necessary for today.

Motivator/Bridge: (5 minutes)

After the timer goes off, students will be required to SLANT even if not finished with the
warm-up. Since the warm-up is a review of prior learning that is necessary for today’s lesson, I will begin
the bridge by reviewing the warm-up. I will write each problem on the board as I have students tell me
how to solve it, step by step. My goal is to have students give me all of the steps to solve the exercises
without me having to give any answers. However, if students are getting stuck, I will review what is to be
done and why. Next, I will put the answers to the homework on the board and ask students to check their
work. I will ask if any students have questions or would like to go over any of the problems. If yes, I will
go over those, if no, I will move onto today’s lesson.
Once the warm up and homework review are complete, students will open up their Chromebooks
and locate today’s Desmos lesson in our digital classroom (see materials list for Desmos link). Desmos is
a math teaching application that is similar to google slides in that it looks like a slideshow, however, it
allows students to draw or type on the screen to solve problems. This student work is saved automatically
and shown on the teacher’s version. My version of the screen allows me to see what slide students are on,
what their work looks like, and display the slides to teach. I will begin by pulling out the student’s prior
knowledge. The first slide reviews the two steps to solving equations, find the variable and use inverse
operations and inverse order of operations to solve. The next slide reviews what inverse operations are,
and the third slide lists the order of operations both forward and backward, so students can visually see
this information. These slides are here for students to write notes on or use during class as a reference.
Next, I will transition to new material, or more specifically, explaining what students will be
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learning today. The next slide on Desmos has the objectives for today listed, I will have a student read
each objective aloud. Then, I will ask the students what they think we are doing today. I will use this
question as a transition to the new material.

Procedural Activities:

1. Teacher Led Instruction: (10 minutes)

Continuing in the Desmos slide will allow for easy transition from the Bridge to teacher led
instruction. After asking the question from the Bridge (what do students think we are doing today), I will
provide a brief overview. I will explain that we are now going to be given real life scenarios in which we
must write an equation to solve a problem. To give students a multimedia experience and to provide
variation to stimulate listening and focus, I have incorporated a video into the Desmos slides (Janoski,
2020). This video begins by introducing a word problem and then going through a set of strategies to
break down the word problem in order to find the solution. Janoski clearly explains each step and thinks
aloud, so students can understand where numbers and operations are coming from (2020). In the video,
not only are the five steps to solving a word problem reinforced, but lists of keywords are as well. These
keywords are different words that represent a mathematical operation, such as the word combined for
addition. These keywords are important to better break down a word problem to see how to solve it.
After the video is over, I will demonstrate two practice problems with the students. These are also
on the Desmos slides for students to follow along. First, I will read the word problem aloud, then I will
mention that step one is to “think of the problem as a whole”. I will ask a student to summarize what is
happening in the problem. After they do so, I will draw a picture representation of the problem for
students to get a visual on what is happening. Next, I will ask the question, “What are we trying to find
out? What is the goal?” This is step two of the process, students will be able to understand that you can’t
properly answer a word problem without first knowing what it is asking you to do. Once we know what
we are supposed to find, we will find important numbers and operations in the problem using our
keywords, which are located in Desmos for students to reference. At this point, we have all information
necessary and can form our equation. Now, students are to a familiar point, the final step is to solve which
I will have students walk me through. I will repeat this process on a second problem before transitioning
to group work.

2. Group Practice: (10 minutes)

After completion of the second example problem, I will tell students that it is now group time.
They will have 10 minutes to work through the three group problems in the Desmos activity. The timer
will be a visual video timer displayed on the board (Stargrid, 2012b). Students are made aware of
expectations during group time. The expectations being that all four students in the group collaborate and
talk out the problem, then all students must write down the work on the Desmos slides. These
expectations build communication skills, build confidence, build problem solving skills, and ensure that
all students are learning the new material.
The Desmos slides are beneficial to group work because I can see student work in real time on
my laptop. This work also gets saved, so I can analyze who is participating in group work and who is not
at a later time. The students also have the five procedural steps we went over listed on each slide with
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checkboxes next to each step. This is to encourage students to utilize those steps and to check them off as
they go.
While students are working, I will be walking around the room listening to conversations. I can
make sure that conversations are staying on task and use proximity control when they are not. I can also
hear which groups are struggling and may need some help. This will allow me to use prompting questions
to guide their thinking. My goal is not to respond to questions with answers, but rather with more
questions that lead students to answering their questions themselves. As I walk around, I will also be
ensuring that quiet students and students with disabilities are being included in the conversation and are
able to keep up and understand the material. These group work observations allow me to ensure that my
group pairings promote success in all students. If I notice that certain students are off task often or are
struggling often, then I will reorganize the groupings. Once the timer goes off, we will take a three minute
brain break.

3. Brain Break: (3 minutes)

Research has shown that students need to “briefly move their bodies every 20-30 minutes” in
order to learn in the most effective manner (Literacy and Language Center Media [LLCM], 2016).
Therefore each day we will have a brain break which consists of two parts. Part one is when students will
stand up and get some energy out through movement. I will use an activity called fitBoost available on the
Fit Stanford website (n.d.a). This website randomly generates three activities including a warm up, a
move, and a cool down. It also incorporates a timer, so that each activity is conducted for 25 seconds.
After students stand up and move around, they may not be able to efficiently calm back down and get
back to work, so my brain break has a part two. Part two also comes from Fit Stanford, but is a
mindfulness activity (n.d.b). This site provides cards that ask students to close their eyes and imagine a
certain sight, sound, smell, taste, or touch to refocus and relax their mind. This brain break occurs
between group practice and individual practice in order to guide transition from a very talkative activity to
a very quiet activity.

4. Independent Practice: (10 minutes)

Now that students have had a minute to move and a minute to sit and relax their minds, they are
ready for quiet independent practice. Because students are all at a different ability level, they each have
different challenge needs. So, to accommodate multiple ability levels, I have really made three different
Desmos slides. The Desmos slides are the same for all students, until the individual practice slides.
Students will be placed in one of three groups: the Mathmagicians (gifted students who need a harder
challenge), the Denominators (students who achieve on grade level with little help), and the Fractionators
(students who often struggle and need more supports). The Desmos for the Mathmagicians will have more
challenging independent practice problems. The Denominators will have a mix of challenging and simpler
problems. Finally, the Fractionators will have word problems that only include whole numbers in an
attempt to have them focus on the skill of solving the word problem and not getting stuck on fractions or
decimals. Students are aware that they may have different problems than each other during independent
practice, however, they do not know they are based on ability level. This grouping also helps prevent
cheating during independent practice, as the people sitting next to a particular student will not have the
same problems because the groups have diverse ability levels.
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The ten minute timer will be reset and students will have quiet time to work. I will remind
students that the expectations during independent practice are (a) there is no talking, (b) do not stress, but
try your best, and (c) I will only answer questions with more questions. Because I really want to see what
students can do and what they grasped during this lesson, I want to see how they can problem solve, not
what answers I can give them. I will walk around the room to be in close proximity to anyone who may
need me.

5. Cool Down: (5 minutes)

As students finish the independent practice, they will close their Chromebooks and put their head
on their desk until either all students have finished or the timer has run out. Once independent practice is
done, our routine allows students to know that there will be a fun cool down next. Today’s cool down is a
Gimkit game. Gimkit is an application in which teachers can create a “kit” of cards that have questions
and four answer options, just like multiple choice. However, you can play many fun games using the
questions in a single kit. I will instruct students to re-open their Chromebooks and navigate to the Gimkit
website. We will be playing the game Trust No One, which is a favorite. Students will enter the code and
begin playing with a time limit of five minutes. In the game students are all on a spaceship and are given
the role of crewmate or imposter. If a student is a crewmate, they must answer questions correctly to earn
energy to investigate other players. If a student is an imposter, they must correctly answer questions to
blend in. The goal is to kick out the imposters. The questions in the game will include word problems like
those completed today, the steps of solving a word problem, and key words.
This is a fun reward type cool down for students working hard and following instruction. The
game also records statistics of students to my teacher account. So, I will be able to see how well students
did and use the information as an informal assessment. At the completion of the game, we will have about
two minutes remaining in class in which I will go over the closure.

Adaptations: 

The class clown will be seated closest to my desk. This will be done to quickly use proximity
control when needed. Because class clowns are seeking attention, they need to positively “channel their
energy into something constructive” (Kelly, 2019). To channel their energy, I would give them a class job.
Class jobs must be applied for and will receive payment in the form of a treat at the end of each quarter in
order to teach responsibility and a real life understanding of jobs. This student would be given the job of
joke master. They would be in charge of finding school appropriate jokes, one for each day, to share with
the class. This would be done right in the beginning of class, so the student feels like they are starting
class off with some attention. After this joke of the day, my goal will be to transform that energy and need
for attention into participation in the lesson.
When it comes to the shy, overweight newcomer, I am hearing that this student will not go out of
their way to make new friends because they are shy. They most likely are also self conscious or nervous
about getting teased due to their weight. I have seated this student with the class clown as they are an
outgoing student that is not afraid to break the ice. My hope is that the class clown will engage in casual,
fun conversation with this student to make the shy newcomer a bit more comfortable in their new
environment. I will also encourage body positivity in an inconspicuous way. To do this, I will incorporate
photos including people who are plus size into the lesson. I also like to do this to include all body types,
Running Head: LESSON PLAN 10

races, genders, cultures, interests, and disabilities

While we are not reading novels in math class there is reading involved which can be daunting for
my student who has a learning disability and reads two grades below level. To combat this I will provide
all accommodations and modifications listed in the students Individualized Education Plan (IEP). I will
also provide copies of the material a day prior to this student, so they can review them ahead of time and
be a little less anxious coming into class the next day. I will accommodate the students' work with small
group instruction either with a co-teacher or myself. I will also have the student become familiar with
Google Read and Write, a Chrome extension which provides the student with speech to text, text to
speech, a word dictionary, a picture dictionary, and other reading tools such as a screen mask to help the
student focus on the line they are reading. This student will also have extended time for all assignments
and will be seated in the front of the classroom.
For the opinionated female perceived as a leader by her peers, I would take two separate
approaches. One approach to open her mind to view other perspectives and one approach to truly become
the leader she is seen as. I have chosen to seat her with the hearing impaired student who is conscientious.
I would speak with this student privately and explain that I think she could be a great friend to this self
conscious student and that my task for her is to encourage the self conscious student to come out of their
shell by getting to know them. My goal is that in getting to know them, not only does the opinionated
female become a leader and role model for others, but she also learns about what it is like to have a
disability and understands and sees things from a different perspective.
The hearing impaired student who is very conscientious will have an IEP. They will most likely
have adaptive technology such as an FM system, in which the teacher must wear a microphone that sends
sound directly to the student’s hearing aids. I will also utilize Microsoft Translator to provide the student
with live captions of what I am saying directly on their Chromebook screen. All videos will also include
captions for better comprehension. The student will also be seated in the second row and away from
background noise as teachers typically speak over the first row and to the second row. The student will be
provided written copies of materials, so they can focus on understanding what is being said without
having to write notes at the same time (Australian Disability Clearinghouse on Education and Training
[ADCET], n.d.). In order to promote positive self esteem in this student and all students, I will always end
the class on a positive note, showcasing the great achievements that took place. I will also get to know
this student, their interests, hobbies, friends, and family to give them tasks that they would excel at
(American Psychological Association [APA], n.d.).
The gifted student with ADHD will be in the Mathmagicians group from above. They will be
challenged material wise to increase their skill more quickly. This challenge may also prevent the student
from becoming bored and distracted. The student will also receive all accommodations and modifications
written on their IEP which will most likely include extended time on assignments, copies of written notes,
frequent breaks, and assistive technology. I will also have a stock of fidget tools in my classroom, these
will be available for all students, but especially those with ADHD. I will have wiggle cushions for
students who struggle to sit still for periods of time, popits, monkey rings, sand filled stress balls for
hands that need to move, and bouncy bands for feet that need to move. These fidget tools “can offer a
movement outlet that allows [students] to focus and concentrate better” (Performance Health, n.d.).
Students will be able to quietly access these tools at any point in the lesson that they deem necessary.
The student who uses a wheelchair will be excused if they arrive late to class and will be
dismissed five minutes early to allow for travel to the next class. In our school, the elevator is in a
location that is not near many classrooms, so this placement makes the student’s travel time longer. The
Running Head: LESSON PLAN 11

student will also have an ADA approved desk that raises and lowers to allow for more comfort. This desk
will be located near the door to prevent the student from having to maneuver the classroom aisles full of
backpacks. The other accommodation I would make is not really an accommodation, but rather treating
the student like any other student when interacting.
Finally, for the specific student interests of athletics and music, I will always incorporate
questions related to these topics, plus other interests and cultures to try to represent and intrigue all
students. This can be seen throughout the questions presented in the Desmos slides. I will also incorporate
these interests into the times when we have projects in class. Projects will have options for each student to
choose from, allowing for more interest inclusion. When a lesson has connections to student interests,
“engagement deepens as they willingly spend time thinking, dialoging, and creating ideas in meaningful
ways” (McCarthy, 2014). Thus the best way for students to learn is when they are engaged through
interests of their own.

Assessment: 

There are built in assessments throughout the lesson, these assessments are formative in nature. I
will be collecting data both as I observe and assist students, but also through use of technology. Desmos is
a great tool for student work to be stored and analyzed after the lesson has ended. The cooldown, Gimkit,
that students play records their accuracy on the questions created. SumDog is also another great
technology that tracks student progress which supplies me with more information on how students are
doing toward achieving their objectives (see extension activity for more information). One more
assessment is student homework. As I walk around checking to see homework, I keep the answers in
mind and can briefly see who did well and who struggled.
This is the last lesson in which new information is learned before the end of this topic. The next
lesson would consist of a review of all material in this topic in order to prepare for a topic quiz. The quiz
will be a summative assessment which will evaluate student skills to solve two step equations, write
equations from hanger diagrams, compare algebraic and arithmetic solutions, and write equations
representing word problems. All quizzes will be worth the same amount of points and will be graded on
accuracy.

Summary/Closure: (2 minutes)

After the cool down ends, I will ask students to return to the folder under their chairs and take out
the piece of paper labeled homework. I will briefly explain that there are two more practice problems to
complete. They are of similar nature to the ones completed in class. Then, as students put these papers in
their backpacks, I will ask the class a series of quick questions including: (a) What is step one to solve a
word problem? (b) What is step two? (c) What is step three? (d) What is step four? (e) What is step five?
These steps are the main focus of learned information from today’s lesson, thus they are my focus in the
closure. I will end the class on a positive note saying how wonderful they all did and noting a few specific
children in which I saw an outstanding job.
Running Head: LESSON PLAN 12

Generalization/Extension Activity:

The extension activity will be the same from day to day, thus providing even more routine to the
classroom. This makes it easy for students who finish early to know exactly what they are to work on next
without having to ask and disrupt others. Each student will have an account on SumDog, an adaptive math
game website that changes as the student learns. The games are tailored toward individual students, from
racing, to sports, to farming. I can assign students game topics based on what skills they need to work on.
I am able to see their speed, accuracy, and fluency in answering questions. There are fun rewards in the
games that make students want to play. Therefore this is a great extension activity for everyday use.

Review/Reinforcement (Homework):

Homework was explained to students during the closure (see Appendix for Homework sheet).
The homework consists of two more practice problems to keep the steps to solving a word problem fresh
in their minds. One of the two problems will be in the form 𝑝𝑥 + 𝑞 = 𝑟 and the other question will be in
the form of 𝑝(𝑥 + 𝑞) = 𝑟 in order to help reinforce the objectives from today.

Reflection:

The rubric clearly states what is expected of MAT students and is a great way for students to see
how they can improve. I consistently referred to this rubric as I was creating my lesson plan, which
helped me to ensure I provided the best lesson plan I could. This also helped to show what I included on
my own and what I was forgetting to include in my lesson plan. This thought process is helpful, so I know
what to work and remember to include when creating lesson plans for a real class. After scoring myself on
the rubric, I was able to see what I still needed a bit of work on and was able to see what I should be
confident about. I feel that all criteria were well explained and easy to understand. I also feel that the
criteria included all that was in the lesson plan.
Running Head: LESSON PLAN 13

References

American Psychological Association. (n.d.). Students experiencing low self-esteem or low perceptions of
competence. https://www.apa.org/ed/schools/primer/self-esteem

Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics.
https://amte.net/sites/default/files/SPTM.pdf

Australian Disability Clearinghouse on Education and Training. (n.d.). Deaf and hard of hearing.
https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired

Fit Stanford. (n.d.a). Fitboost activity. https://fit.sanfordhealth.org/resources/fitboost-activity?utm_source

=blog&utm_medium=website&utm_campaign=weareteachers

Fit Stanford. (n.d.b). Mindful moments. https://fit.sanfordhealth.org/resources/mindful-moments-

printable?utm_source=blog&utm_medium=website&utm_campaign=weareteachers

Janoski, T. [Taylor J’s Math Materials]. (2020, June 25). Solving real world problems with two step
equations [Video]. YouTube. https://www.youtube.com/watch?v=gBL3llFvLTM

Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. New
York, NY: Jossey-Bass.

Literacy and Language Center Media. (2016, April 29). The benefits of movement in the classroom.
https://literacyandlanguagecenter.com/the-benefits-of-movement-in-the-classroom/

Maryland State Department of Education. (n.d.). MD college and career ready standards: Grade 7 math.
https://marylandpublicschools.org/about/Documents/DCAA/Math/MCCRSM/MDCCR_
MS.07.pdf

McCarthy, J. (2014, August 25). Learner interest matters: Strategies for empowering student choice.
Edutopia. https://www.edutopia.org/blog/differentiated-instruction-learner-interest-matters-
john-mccarthy

Performance Health. (n.d.). 15 fidget tools (not toys) for your classroom. https://www.performancehealth.
com/articles/15-fidget-tools-not-toys-for-your-classroom

Seifert, K., & Sutton, R. (2009). Educational Psychology. Global Text Project.
http://home.cc.umanitoba.ca/~seifert/EdPsy2009.pdf

Startgrid. (2012a). 5 minute timer [Video]. YouTube. https://www.youtube.com/watch?v=4ic6bFOEdzs

Startgrid. (2012b). 10 minute countdown timer [Video]. YouTube. https://www.youtube.com/

watch?v=mm8_pEtm35M

Teach for America. (2016). The pros and cons of 3 common classroom seating arrangements. https://ww
w.teachforamerica.org/stories/the-pros-and-cons-of-3-common-classroom-seating-arrangements
Running Head: LESSON PLAN 14

UMGC MAT Lesson Plan Rubric

Proficiency Level Descriptions:

Highly Proficient Proficient Developing Insufficient

Candidate continually Candidate routinely displays Proficiency demonstrated in Inadequate performance

demonstrates high ability in
applying program / course
competencies and professional
dispositions. Candidate is an
excellent model of
professional practice.
mastery of most, or all, of
program / course
competencies and professional
dispositions. Additional
experiences in varied settings
are needed for further
development to exemplary
level.
some, but not all, areas of
program / course
competencies and professional
dispositions. Continuing
experience and practice in
varied settings are needed to
demonstrate proficiency in all
areas.
demonstrated in one or more
program / course
competencies and professional
dispositions. Candidate failed
to display sufficient
professional growth in
developing competencies.

CRITERIA Highly Proficient Proficient Developing Insufficient SCOR

E
4 (90-100) 3 (80-89) 2 (70-79) 0-1 (0-69)

Standards & Objectives The lesson is designed The lesson is designed The lesson is designed The lesson is designed
The lesson is based on around carefully around carefully around appropriate around appropriate 4
Maryland
selected Maryland selected Maryland Maryland Content Maryland Content
Content Standards and
content –specific Content Standards, and Content Standards, and Standards, and Standards, and
standards (NCTM, NCTE, content-specific content-specific content-specific content-specific
NCSS, etc.). The lesson standards, and standards, and standards, but may be standards, but it is not
establishes completely aligns with completely aligns with incomplete. Lesson complete or aligned
measureable, aligned these standards. It also these standards. Lesson objectives are poorly correctly. The lesson
objectives to includes technology includes measurable defined and may not lacks measurable
guide student learning.
and/or 21st century objectives and require higher order objectives and /or
Running Head: LESSON PLAN 15

learning standards, as challenging tasks that thinking skills. includes tasks that rely
appropriate. Lesson require higher order Objectives are included on lower level thinking
includes measurable thinking skills and to match most parts of skills. Objectives are not
objectives and promote active the lesson. Some well developed or
challenging tasks that learning. Objectives learners would have an incomplete. Learners are
require higher order may not include a understanding of what not given enough
thinking skills, and criterion (proficiency is expected of them, information to determine
depth of knowledge and level) for achievement. what they should know what they should know
promote active Most learners have a and be able to do, as a and be able to do as a
learning. Cognitive and clear understanding of result of the lesson. result of learning and
affective objectives what is expected of instruction.
include a criterion them - what they
(proficiency level) for should know and be
achievement. All able to do as a result of
learners have a clear the lesson and how
understanding of what they will accomplish the
is expected of them - objectives.
what they should know
and be able to do as a
result of the lesson and
how they will
accomplish the
objectives.

Instructional Strategies The lesson The lesson The instructional The instructional
Lesson implements demonstrates the demonstrates good use strategies could be strategies are not 4
superior instructional
superior use of varied of varied instructional varied to a greater sufficiently varied or
strategies and justifies
their appropriateness for instructional strategies strategies and justifies degree and more appropriate for lesson
the stated lesson and justifies their their appropriateness appropriate for lesson objective(s).
objectives. appropriateness for the for the stated lesson objective(s). Instructional strategies
stated lesson objectives. objectives. The Instructional strategies may be illogically
Instructional strategies sequence and time may be out of sequence sequenced, and the
are expertly sequenced allotted for instructional or an inappropriate
Running Head: LESSON PLAN 16

and timed for maximum strategies is appropriate amount of time may be lesson plan may lack
student learning. and builds student allotted. guidelines for timing.
learning.

Assessment Assessment strategies Assessment strategies Assessment strategies Assessment strategies

Assessment strategies are are varied and measure are varied and fully are not varied and may are incomplete and 3
aligned to
student progress measure student be inadequate to inadequate to measure
objectives as well as
Maryland toward the attainment progress toward the measure student student progress toward
Content of the objective(s). Self- attainment of the progress toward the the attainment of the
Standards. and/or peer- objective(s). attainment of the objective(s).
assessments are Assessments are aligned objective(s). Assessments are not
utilized, as are with objectives and There is incomplete aligned with objectives
formative and Maryland Content alignment of and Maryland Content
summative Standards. assessments to Standards.
assessments. objectives and
Assessments are Maryland Content
completely aligned to Standards.
objectives and
Maryland Content
Standards.

Accommodations, Accommodations, Accommodations, Accommodations,

Meeting Diverse Needs modifications and modifications and modifications and modifications and 4
Lesson includes superior
implementation implementation implementation implementation
implementation of
modifications and procedures are procedures are clearly procedures are procedures are present,
accommodations to meet extensive, clearly stated and appropriate identified, and some but they are either
the defined needs of stated, and enable all for learners to achieve strategies are used to lacking in detail,
learners. learners to achieve the the lesson objectives meet the needs of some insufficient, or not
lesson objectives and and standards. The learners in the class to appropriate for the
standards. The needs of needs of learners are achieve the lesson needs of learners in the
the learners are objectives and class to achieve the
Running Head: LESSON PLAN 17

addressed thoroughly addressed adequately standards. lesson objectives and

through a universal through differentiation. Differentiation needs standards.
design or personalized further development to
learning approach that illustrate best practice.
considers cultural,
language and learning
needs.

Technology Selection and Selection and Selection of Selection of technologies

Lesson demonstrates application of application of technologies is is not appropriate for the
integration of
technologies is superior, technologies is appropriate for the learning environment 4
technology, clearly aligned
with the appropriate for the appropriate for the learning environment and/or objectives.
objectives of the lesson. learning environment, learning environment and objectives. Technologies applied
and clearly aligned with and aligned to the Technology is used by may not contribute to
the objectives. objectives. Technology teacher to present learning or opportunities
Students use a variety is used by both teacher information, but is not to integrate technology
of technological and and students to used by students to may be missed.
informational resources enhance learning. enhance learning.
to gather and synthesize Students use
information and to technological and
create and informational resources
communicate to gather information
knowledge. and communicate
knowledge.

Instructional Materials All materials and All materials and Most materials and Instructional materials
and resources selected for resources selected for resources selected for and resources selected 3
Resources
instruction are varied, instruction are suitable instruction are suitable for instruction are not
Lesson uses resources that
promote suitable for students, for students, are fully for students, are clearly suitable for students, are
high levels of learning and professionally developed, and align presented, and align confusing, or do not align
student developed, and align with the instructional with the instructional with the instructional
engagement. with the instructional objectives. Materials objectives. objectives.
objectives. Materials and resources are
Running Head: LESSON PLAN
Organization &
Presentation
Lesson has logical
sequencing and
organization to present
main ideas and content
effectively. The lesson uses
wording, grammar,
spelling, punctuation and
writing mechanics
accurately and correctly.
Comments:
I feel confident that my standards and objectives meet high proficiency as I began designing this lesson
by choosing which Maryland Content Standards I wanted to incorporate. This lesson was then entirely based
around those objectives and the students in the class. I also included multiple forms of technology which is not
18
and resources are designed to engage
designed to engage students in meaningful
students in meaningful learning.
ownership of their
learning.
The lesson is All sections of the All sections of the Not all sections of the
comprehensive with all lesson format are lesson format are lesson plan are
sections represented. It present.  Lesson is presented, but some complete.  Lesson plan is 4
is presented in a presented in are not well developed organized, but not
publishable format, and well-organized and and additional professionally presented,
all references are cited professional manner, information is needed. and references may be
correctly. The lesson and references are Lesson plan is absent or inaccurate.
plan is comprehensive, included. The lesson is somewhat organized Uses little or no logical
highly logical and easy easy to follow. Contains and neatly presented. sequencing. The lesson
to follow. Contains few errors in grammar, References are plan is difficult to follow.
virtually no errors in spelling, punctuation, incomplete or cited Content is undeveloped. 
grammar, spelling, and writing mechanics. incorrectly. The lesson Contains excessive errors
punctuation, and plan may be difficult to in grammar, spelling,
writing mechanics. follow due to missing punctuation, and writing
sections or illogical mechanics.
ordering. Demonstrates
errors in grammar,
spelling, punctuation,
and writing mechanics.
TOTAL SCORE 26
Running Head: LESSON PLAN 19

as common in math classes. Math classes tend to be the one class in which students still consistently use paper
and pencil. I would like to change that and incorporate these types of technology. I also feel my instructional
strategies meet high proficiency because I have tried to include many different teaching strategies in this
lesson. From warm ups to bring prior knowledge to the forefront, to teacher led instruction with multimedia
resources, group practice to encourage communication, and independent practice to provide more student data.
I feel that I have met proficiency for assessment. I do feel that my assessments are varied as I use technology,
homework, and data collected while working with students to assess. I will also have a summative assessment
in my future lesson as this topic wraps up. However, the summative assessment is not included in this specific
lesson. I believe I have met high proficiency for meeting diverse needs as I have incorporated many strategies
that I already use on a day to day basis and have included many new strategies. I have tried to provide each
student with at least two different strategies to help support them. I also included word problems that could be
relatable for each student. For example, a sports question for those who like athletics, or a cultural dish for
those of a specific culture. I also attempted to include photos of all types of disabilities, races, cultures, and
genders. I believe I have also met high proficiency for technology as I have incorporated many types of
physical technology as well as many different applications to use throughout the lesson. I have also included
technology in many accommodations. I feel that I have met proficiency for instructional materials and
resources. I do feel that my instructional materials and resources align with the objectives and are designed to
engage students, however, I feel they could be more varied than they currently are. Finally, I do feel that I have
met high proficiency for organization and presentation. I hold myself to a high standard when writing and
submitting work. I have followed APA format to the best of my ability and edited this document multiple times
on many different days.

Reflection: See reflection section

Running Head: LESSON PLAN 20

Appendix

Warm-up

Find the value of 𝑥.

1. 9𝑥 + 3 = 30 2. − 4(𝑥 + 7) = 24

Write an equation to represent the hanger diagram. Then find the value of x.

3.

4.
Running Head: LESSON PLAN 21

Warm-up Answer Key

Find the value of 𝑥.

1. 9𝑥 + 3 = 30 2. − 4(𝑥 + 7) = 24
−3 −3 ÷ (− 4) ÷ (− 4)
9𝑥 = 27 𝑥+7=6
÷9 ÷9 −7 −7
𝑥=3 𝑥 =− 1

Write an equation to represent the hanger diagram. Then find the value of x.

3.
2𝑦 + 10 = 31
− 10 − 10
2𝑦 = 21 4.
÷2 ÷2 4(𝑥 + 8) = 32
𝑦 = 10. 5 ÷4 ÷4
𝑥+8=8
−8 −8
𝑥=0
Running Head: LESSON PLAN 22

Homework

1. At the candy store, M&Ms and Skittles
are sold for $0.50 per ounce. Kevita puts
some M&Ms in a bag and then adds 8
ounces of Skittles. The total cost for her
bag of candy is $6.50. How many ounces
of M&Ms did Kevita purchase?
2. Giselle’s youth club sells cookies to fund
their trips and activities. Each year they
need to earn $1,247 from selling cookies.
For each box of cookies they sell, they
make $1.45. If Giselle’s club has already
made $472.70 from selling cookies, how
many more boxes do they need to sell to
meet their goal?

Steps:

1. Think about the problem as a whole - Draw a picture

2. Determine what is unknown, what is the question asking? - Label it with a variable

3. Identify numbers and operations in the problem - Use keywords

4. Write an equation

5. Solve
Running Head: LESSON PLAN 23

Homework Answer Key

3. At the candy store, M&Ms and Skittles 4. Giselle’s youth club sells cookies to fund
are sold for $0.50 per ounce. Kevita puts their trips and activities. Each year they
some M&Ms in a bag and then adds 8 need to earn $1,247 from selling cookies.
ounces of Skittles. The total cost for her For each box of cookies they sell, they
bag of candy is $6.50. How many ounces make $1.45. If Giselle’s club has already
of M&Ms did Kevita purchase? made $472.70 from selling cookies, how
many more boxes do they need to sell to
6. 50 = 0. 5(𝑥 + 8) meet their goal?
÷ 0. 5 ÷ 0. 5
13 = 𝑥 + 8 1, 247 = 1. 45𝑥 + 472. 70
−8 −8 − 472. 70 − 472. 70
5=𝑥 774. 3 = 1. 45𝑥
Kevita purchased 5 ounces of M&Ms. ÷ 1. 45 ÷ 1. 45
534 = 𝑥
Giselle’s youth club must sell 534 more boxes to
meet their goal.

Steps:

1. Think about the problem as a whole - Draw a picture

2. Determine what is unknown, what is the question asking? - Label it with a variable

3. Identify numbers and operations in the problem - Use keywords

4. Write an equation

5. Solve