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 08/32/2017

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

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

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):
Second 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
Scales
Worksheets

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.

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.

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 recognize that mathematical problems can be expressed with variables to represent an
unknown, know when equations are equal by using substitution, and solve equations involving variables.

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: Represent, solve, and write expressions.

Language Demand Students will write equations using variables. 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 such as the less than or greater than sign. 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. I will also be
circulating the room to make sure students are using correct diction while referring to one step equations.
Vocabulary:
Variables

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

Diagnostic/pre-assessment:

I will ask questions and gain insight on students understanding by asking probing questions. I will also have students
doing examples and answers/asking question questions in whole group discussion to understand where they are
struggling.
Formative assessment/feedback to learners:

The students will turn in a worksheet as they leave the classroom answering various questions regarding material
learned in class. They will be required to answer one-step equations by solving and explaining what steps they took
and by creating their own explaining their steps.

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:
Student interacts with peers and teacher during lecture and small group. Student turns in completed work sheet with
detailed explanations on every problem.

Meets expectations:
Student interacts with peers and teacher during lecture and small group. Student turns in completed work with
explanations on every problem.

Below expectations:
Student shows low to no interest in lecture and doesnt participate in small group. Student turns in a not completed
worksheet with explanations on half or less than half problems.

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

I will start the lesson by connecting their information to the lesson the day before. I will ask them to pull information
out a text but it will consist of an unknown number that will need to be represented by a variable. We will have a class
discussion about variables and different examples they might see that a variable could represent. We will do a
problem on the board using a scale as a model showing that the sides should be equal. I will ask them many
questions about the model and text shown are the board to get to a final answer. During this time they will talk to their
elbow partners and me to answer each question. (15 minutes) As a whole group, we will solve many examples on the
board with one-step equations by isolating variables, discussing each missing variable, and subbing values to make
the expression true. Students will come to the board, answer from their seats, and take notes. During each problem
the students will have snap cubes to represent the expressions that are being practiced. (20 minutes) The students
will be split up into groups. They will use scales and pop cubs to set up equations and solve them by adding and
subtracting cubes to make their expressions equal. They will be asked to write each step they take on the scale on
paper as they go. The worksheet will be their exit ticket for class. (25 minutes)

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:
What does the scale represent in an equation?
What do unknown variables stand for?
Why do we use variables?
Why do you isolate variables in one-step equations?

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 be engaged in this lesson in multiple ways. Students will be able to ask questions during a whole group
setting relating to variables and equations. I will also be modeling an example using a scale model and pop cubes
showing students what we are trying to achieve. I will also ask probing and higher order thinking questions to get
students involved and thinking deeper into their learning.

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
required to use the pop cubes each time because it will help them solve more complex word problems in the future.
Students will also be asked to come to the board and the problems.

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?)

The students will split into groups to solve problems using scales and pop cubes; three groups total. The students will
have some given equations to solve and describe what they did with the cubes and the scale to get the answer. They
will also have space to create their own to illustrate and explain what they came up with and how they solved the
problem. To introduce students to the instruction for the next day, I will ask students how they think unknown
variables are connected to real world problems.

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 pairing them with lower level students in the group activity.

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 as students are working together and doing the scale activity.

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 of the group activity. They will be placed with lower
students to take the lead and peer tutor as they work though scale models and one-step equations.

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