Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to solve linear equations with one variable.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students have learned how to solve one step linear equations in a previous lesson.
Guiding Questions: What are the guiding questions for this lesson?
What does solve mean?
What is the goal when trying to solve equations?
What does the equal sign mean?
How do you keep the equation balanced?
Teaching Phase: How will the teacher present the concept or skill to students?
The PowerPoint slides show the complete flow for this lesson.
Pair students up in homogenous groups.
Each group needs 20 pennies and 10 Post-its
The Power Point slide has an equation for the groups to work. The first equation is 2x + 4 = 8
Walk the students through the first equation. Tell them that the pennies represent the constants (the numbers) and the Post-its represent the coefficients of the linear terms (the ones with letters). In order to represent this equation place two Post-its and four pennies on one desk and on the other desk put eight pennies. The gap between the desks represents the equal sign. If you have tables, a piece of notebook paper with an equal sign or write an equal sign on the table with dry erase markers so that it will come off. Now that the equation is represented on the table, have them decide what needs to be done to isolate the linear term (2x). They should realize they have to take away 4 pennies from both sides.
After they take the four pennies from both sides they are left with 2 Post-its on one desk and four pennies on the other desk. Before continuing have the groups write out the equation that is left (2x = 4). They need to then discuss what each Post-it is equal to in this case. Each Post-it is worth 2 pennies.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
As guided practice, use the next 5 problems on the PowerPoint for the groups to solve on their own.
As they do the problems, they need to have one person physically take away the pennies and solve while one person is writing down what the group is doing mathematically. An example would be, if we take away four pennies, write -4 on both sides of the equation. During this time, the teacher should be circulating the room and working with individual groups that need assistance and providing feedback to all students.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The Guided Practice may also be used as Independent Practice.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
After the groups have completed the 6 total equations, have them write an explanation of how to solve an equation. Get a few of the groups to share their discussion. Be sure to point out the use of addition, subtraction, division, and multiplication to keep the equation balanced. (Whatever you do to one side, you must do to the other) Also stress the final step is to check your answer.
Students should complete the Lesson's Summative Assessment of 3 problems as follows. This, too, is on the PowerPoint.
7x + 2 = 23
4x - 6 = 22
-2x + 4 = -2
At the end of the lesson there will be a short assessment of 3 problems for the students to do without the pennies and Post-its. The instructor will have the students turn this in as they leave. The students should get at least two of the three problems correct.
The 3 problems are on a slide in the PowerPoint.
"Bell Ringer" Have on the board as the students come in.
Ask students to describe in words what this problem is asking them to do and what they would do to answer the question.
Solve 4x + 5 = 17
Circulate the room as the students are answering the question. While noticing what the students' responses are, keep mental notes of which students have a higher understanding of the material and who the lower students are; this will be for grouping later. Also while circulating the room, make sure the students are writing words to describe and explain not attempting to do the math problem.
This should not take more than 3 minutes. After the students have put answers down, allow for volunteers to share their answers. If no one volunteers, call on someone and begin a discussion about the answer to the Bell Ringer.
Discuss what "Solve" is asking them to do, and what they would do to solve.
Feedback to Students
After the Bell Ringer the students will receive feedback about what the Solve is asking them to do and then will be asked again to solve.
After explaining the activity the groups will be asked to solve an equation. They will receive feedback about that example and then have 5 more practice problems to apply the feedback given. While the groups are going through the 5 practice problems the instructor should circulate the room and give feedback when needed. The practice problems are on a slide in the PowerPoint.