UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION

Candidate: Date developed:

Morgan Owensby 08/24/2017

Lesson Title: Date of lesson:

Solving One-Step Equations (continued) 08/33/2017

Grade Level: 6th grade Knowledge domain/subject: Number systems (NS):

Number of students: 24 Mathematics (6.EE.B.7)

Unit/theme: Period/time/estimated duration:

One-Step Equations 60 Minutes

Where in the unit does this lesson occur? Structure(s) or grouping for the lesson (all that apply):
Third Lesson Whole Group; Cooperative

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**

INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with IEPs/504
plans, specific language needs, other learning needs, etc.). What supports, accommodations, modifications will
be provided?

There will be support provided around the classroom with peer guidance and teacher help. Each project and
assignment is expected to be complete to the best of the individuals ability. The rubric can be modified for children
who have IEPs and 504s and will not receive and failing, or non-satisfaction grade for not reaching an expectations.
One student will have a paraprofessional helping him with the language barrier.

There are: 13 boys and 2 girls

IEPs/504: 2 students
Language: 1 student

RESOURCES, materials, technology, equipment for the lesson (Simply list all materials you will use)

PowerPoint
Pop Cubes
Index Cards

CENTRAL FOCUS (The big idea being taught through a content area. Be sure to check for specific criteria in
YOUR handbook!)

The central focus is to recognize that real-world mathematical problems can be expressed using a variable to
represent an unknown and write, recognize that both sides of equations are equal, and write and solve equations
that represents real-world mathematical problems that use variables.
JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How
does yesterdays lesson connect to todays experiences?)

I will be teaching the lesson at this point in the unit to introduce students to solving one-step equations. Looking at the
ultimate goal of solving and represent inequalities, students first need to fully understand how to solve one-step
equations involving a variable. They also need to understand that a variable represents an unknown number that can
represent any value that makes the equation true. Adding onto lesson two, students will learn how to pull information
out of a real world mathematical problem to set up and solve a one-step equation.

PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do they
already know about the subject?)

Students will have prior knowledge of writing expressions from a real-world situation. They will also understand how
to pull out information of a given text to set up an expression. Students will also have an understanding of using
substitution to determine if both sides of the equations are equal. Students will also be aware of unknown numbers
being represented with variables.

LEARNING OBJECTIVE(S) (What will children KNOW and BE ABLE TO DO that is behavioral/measurable at the
end of the lesson?)
[Teacher version]: The students will (active verb) . . . by performing/demonstrating/writing . . .

The students will be able to solve real world mathematical problems by writing and solving one-step equations.

CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)

6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any
number in a specified set.
6.EE.B.7 Solve real-world and mathematical problems by writing and solving one step equations of the form x + p= q
and px = q for cases in which p, q, and x are all nonnegative rational numbers.

ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)

LANGUAGE FUNCTION: Write and solve using correct mathematical vocabulary.

Language Demand Students will write equations with numbers and variables. Students will create word
problems using mathematical words. Students will use appropriate language to describe their steps in each equation.
DISCOURSE: Talking to peers and teacher about material. Talking to peers and using appropriate language to come
to a solution.
SYNTAX: Students will use symbols to represent equations and words to write real world mathematical problems.
They will use variables to represent unknown numbers.
LANGUAGE SUPPORT
There will be a PowerPoint with appropriate language and symbols to be referred to for the students. There will also
be word problems that need to be broken down by the students. I will also be circulating the room to make sure
students are using correct diction while referring to one step equations.
Vocabulary:
No new vocabulary demands

PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students progress toward
the objectives?)

Diagnostic/pre-assessment:
The students will do a warm up lesson applying the information learned from the day before and adding new material.
They will do the problem on their own and talk to peers. I will circulate the room finding 2 students who have showed
excellent work and ask them to come to the board and explain their work to the class.

Formative assessment/feedback to learners:

The students will turn in index cards on the way out the door solving, interpreting, and representing one-step
equations. Students will be asked to find the mistake of a problem given on the board, to fix it, and then write a
mathematical sentence about the solution.

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL
students what exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach
any rubrics you will use.):

Exceed expectations:
The student can work independently to complete each assignment. Students who can lead lectures by answering
question, giving insight, and explain to other students in detail about solving one-step equations. Students who can
also successfully complete the index problem getting every step and explanation correct will exceed expectations.

Meets expectations:
The student can work independently to complete each assignment. Students who can also successfully complete the
index problem getting every step and explanation correct or making 1-2 mistakes will meet expectations.

Below expectations:
The student can work through a problem with the teachers guidance. The student makes 3 or more mistakes on the
index problem.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another
teacher could replicate your plan exactly!):

The lesson will start by doing a warm up activity from information about the day before and adding on the new world
problem portion of the standard. Students will work on a word problem solving it using a model drawing, an equation,
and an explanation justifying their steps. Students will have 10 minutes to work on this on their own before talking to
their peers to generate new ideas from one another. I will choose students who have done the activity correctly to
come up to the board and show what they know. I will use questions to guide them to hit important points and re-
voice key ideas. (25 minutes) We will then do group work taking notes and learning how to separate information in
sentences to set up correct equation. Students will have the option to use block cubes again but its not required (25
minutes). For the exit ticket, students will be asked to find the mistake of a problem given on the board, to fix it, and
then write a mathematical sentence about the solution. I will provide the index cards. (10 minutes)

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:

BEGINNING: Anticipatory set/lesson launch/hook (How will the students gain the necessary
information in order to successfully accomplish the objective? Will you read a text together? View a video?
Go on a field trip? Listen to a guest speaker? Ask questions? Model? Engage in a discussion?)

Students will do an introduction question to review the information from the day before and add on new material for
todays work. They will work alone and talk to friends about their answers and ideas. Some students will then come to
the board and showcase their work and explain step by step.

MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop their
understandings? How will you promote discussion? How will you engage students in critical thinking/learning
(individuals, small, whole groups)? Use technology? Promote academic language?
Students will be taking notes while doing examples on the board. I will guide students through examples and ask
them questions about each step. They will have pop cubes on their desk to represent each problem. Students will be
not be required to use the pop cubes but it will benefit most students will recording their steps and seeing what the
word problem is looking for.

END: Closure (How will you end the lesson in a way that promotes student learning and retention? How are the
children sharing/ modeling the lesson objective for that learning experience?)

For the exit ticket, students will be asked to find the mistake of a problem given on the board, to fix it, and then write a
mathematical sentence about the solution. I will provide the index cards. This promotes higher order thinking by
asking students to use their knowledge to solve the material from a different perspective.

DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at
their ability levels?) Supporting students with special needs (accommodations/modifications required by the IEPs/504
plans and other ways youll address diverse needs):

Challenging experienced learners:

I will challenge experienced learners by asking them to come to the board to discuss their introduction problem.

Facilitating a classroom environment that supports student learning:

I will differentiate and create a classroom environment where students will be paired with high-low students. The high
students will get more exposure to the topic because they will get the opportunity to check the other students work.
They will also be able to teach the other students easier ways or a way they better understood the lesson. The lower
child will also benefit from getting peer help and hearing a different perspective of inequalities.

Extension:
I will be circulating the room during the introduction and final assessment helping students that are struggling in
areas. I will also be asking questions and explaining details about the material as we go.

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students . . .
Students who are already able to do this will be the leaders in the introduction activity. They will be placed with lower
students to take the lead and peer tutor as they talk to peers.

What if students cannot . . .

I will be walking around the room to give students individual attention while in groups. I will also ask many questions
through whole group discussion and covering every question and concern.

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)

TN State Standards: https://www.tn.gov/assets/entities/education/attachments/std_math_gr_6.pdf

Curriculum Associates