Step 1: Create the LP using this template and share with your CMT (in advance of your teaching).

Step 2: Implement
the LP and write a short reflection (see prompts at the bottom of your LP template).

Date: 3/27/24 Teacher Name & CMT: Ms. Modisher and Mr. McKinley Class: Transition

Grade Level: 6th Unit Name/Topic: Reasoning with tape diagrams Lesson Number: 2 Length: 45 minutes

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

7.EE.B4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
Tape diagrams can be used to represent relationships between quantities How can they use these to represent other equations?
in a situation. How can we represent the same kind of equations in different ways?

Questions to elicit deeper thinking or build upon about the topic...

How can we use these to understand real-world word problems?
Resource for Backward Design:
https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_Whi
tePaper0312.pdf

Student (SMART) Objectives(s):

Outcome(s) students will be able to demonstrate . . .
Be able to understand when to use these and why they are helpful.

SMART objectives are:

• Specific: Concrete, detailed, and well defined so that you know where you are going and what to expect when you arrive
• Measureable: Numbers and quantities provide means of measurement and comparison
• Achievable: feasible and easy to put into action
• Realistic: Considers constraints such as resources, personnel, cost, and time frame
• Time-Bound: A time frame helps to set boundaries around the objective

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence
Students will show their learning by . . . Completing the exit ticket at the Formative: Exit Ticket
end of the class.

Evaluative Criteria: Summative (if any beyond the performance task): There is a
Students success would look like. . . The students being able to answer all test at the end of chapter.
the questions on the exit ticket and answering answers to my questions

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab Learning

Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop Role Play Game

Other:

Where will this lesson take place? General Education Classroom Resource Room or Other: General Education

Targeted Support(s) for Diverse Learners Technology Integration (purpose): Using an iPad to do the
teaching.
Specific Support and Who will provide that
Why? What’s the intention
Needed (Special support?
Education Support (support be provided? and/or accommodations
and modifications): N/A

Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Observe (gather specific data)

❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)
 Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect Rationale: (Based
& build in checks for understanding) to prior knowledge & assets): on Research/theory)

5 minutes Checking in with students while handing out the card sort. Students will be coming in and sitting down getting This gives the teacher time to
ready for class to start. check in with students and
work with those that were
absent.

5 minutes Introducing the card sort activity and letting them get started on Students are listening to the directions and then Making sure the students know
it. getting started on the card sort what they are doing.

10 minutes Going around the classroom making sure students understand Students are working in groups on sorting the cards. Students are learning from each
what they are doing and answering questions if needed. other and collaborating with
their peers.

5 minutes Go over the answers to the card sort and answer any longing Students will be engaging in the conversation This allows for students to ask
questions they still have about the activity answering questions when they know the answer and questions if they didn’t have
asking questions when they have them. time during the activity and
understand what they were
learning.

15 minutes Move onto pages 587 and 588 and go over the questions on Students will be working on these problems with the Students are able to share their
that page giving the students time to answer them and then teacher as they are going through them. knowledge about what they
going over them after. know and can ask questions if
needed.

5 minutes Passing out the exit ticket and collecting them when they are Students will be filling out an exit ticket explaining what This allows for students to
done filling them out. they learned and what they still need help with. reflect on the lesson and
understand what made sense
and what didn’t.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Were there any patterns, collective misconceptions/gaps? Who needs
specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you anticipate the
result to be?
I think today went well too. We didn’t do my exit ticket because of the timing, and they had to finish up a test they took the day before. It
seemed that they understood what they were doing today and performed well when I talked to them. There was one response that I saw going
around was a little confusion with a few of the word problems in the card sort. They eventually figured it out and understood it. The next thing I
am going to do is keep working to build my relationship with them. Seeing them once a week is extremely hard to really get to know them. I
only have one more day with them so being able to show that I really care about them and continue to encourage them as they grow.