Date: Teacher Name: Sydney Hamann Class: Algebra 1

Grade Level: 9 Unit Name/Topic: First Week of School Lesson Number: 1 Length: 45 min

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):

Mathematics Process Standard(s):

Academic Content Language (content vocabulary, discourse, syntax):

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
- group work is important in a math classroom ● What are the goals of this class?
- it’s okay to make mistakes as they help our brain grow ● What does it look like to be successful in this class?
- our classroom community will always be kind and supportive of one ● In what ways can collaboration be helpful in a math class?
another
Questions to elicit deeper thinking or build upon the topic…
● What should group work look like and sound like?
● What does it mean to think critically and analytically?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
Students will be able to discuss their thinking in small groups as well as in a whole class conversation.
Students will be able to explain the goals of our class and how they can be successful in our class.
Students will be able to describe classroom expectations that should be established.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
contributing to the conversation in small and large group, writing on their
Exit ticket
notecards, completing the exit ticket

Evaluative Criteria:
Student success would look like. . . Summative (if any beyond the performance task):
participating in discussions through sharing ideas and active listening, None
thoughtfully answering the prompts for the notecard and exit ticket

Stage 3: Learning Plan To Support Mathematical Proficiency

Mathematics Methods for Instruction:

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

Cooperative Learning Writing Lab Learning Stations Problem Trail Inquiry Learning Independent Learning

Small Group Direct Instruction Workshop Role Play Game Other:

Mathematical Thinking & Literacy Skills:

(Highlight all that apply) (linking to objectives and literacy standards & content standards)
 Problem Solving Reasoning & Proof Communications Connections Representations

Declarative Knowledge Procedural Knowledge Conceptual Knowledge Conducting Research Other:

Mathematics Tools:
(Highlight all that apply)

Manipulatives Graph/Patty Paper Calculators & Technology Ruler/Protractor/Compass Colors

Formulas/Identities Proofs Data Students' Work Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support Needed Who will Why? What’s the intention Technology will be utilized through the google slides intro
(Special Education Support provide that presentation.
and/or accommodations support? Where
and modifications) will that support
be provided?

Exit ticket could be The teacher Depending on what

completed in a variety of will provide individual students need,
ways depending on the support. allowing students to
student needs. complete the exit ticket in
different ways could be
useful for some students
such as ELLs.

Lesson Agenda with Discipline-Specific Learning Activities

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

3 min I will be standing outside my classroom door Students will enter the By having directions up on
welcoming students as they come in. I will classroom and see directions the board, I will be free to
aim to greet as many students as possible posted in the front of the stand in the hall to greet
and will instruct them to look at the room. They will be informed students. These first few
instructions written on the board as they that they are free to sit minutes of class will also
come in. where they want. After allow for student
greeting those around them, socialization. Students of
Instructions on the board include a welcome they will begin creating a this age group have a need
message, telling students that they are free name tent. for social interaction, so
to choose where they want to sit, and asking allowing them the chance to
for them to utilize supplies placed on their talk with their peers is
tables to make a name tent. (tables will be important.
situated in table groups around the room to
facilitate collaboration)

5 min As students finish up creating their name Students will finish working It is crucial that I learn how
tents, I will begin taking attendance and on their name tents. to pronounce all of the
gathering information about any preferred names of my students early
names and name pronunciation. on in the week.

5 min Next I will gather the attention of my Students will observe the Many students like to know
students to once again welcome students, agenda written on the board. what to expect from their
thank them for following the instructions on classes, so something simple
the board, and bring their attention to the like posting an agenda can
 agenda I have written on the whiteboard. I be helpful for those
will explain that the agenda will be written students.
on the whiteboard each day.

Agenda:
1. Welcome!
2. About your teacher
3. About our class/expectations
4. Get to know you game
5. Plan for the week
6. Exit ticket

10 min Following this, I will begin with my Students will listen, be invited It is important that teachers
Introduction to Students short presentation. to ask questions, and will share details about
I will begin by sharing a few details about discuss classroom themselves with students to
myself and my background. expectations with the people begin building trust. I also
seated around them before don’t want to overwhelm
Following the facts about me, I will touch on sharing as a class. students with classroom
a few details about our Algebra 1 class rules, so these will be
including a few big picture goals as well as Possible questions to touched on without being
the structure of the class (for example, we consider for the discussion on the focus.
will frequently work in groups). classroom expectations:
● What would you like
The next part of the presentation brings up our classroom to look
classroom expectations. I have a few general like and sound like?
ideas written on the slide. Then I will have ● How would you like
students talk to the people around them to our classroom
brainstorm around 3 additional classroom community to treat
expectations that they think would be good each other?
to establish. We will follow this with a brief ● What is something
class discussion of what students thought of. that you would see as
unacceptable in the
classroom?
● How can we hold
each other
accountable?

10 min Next, I will introduce the game “Two Truths Students will play the game in As I expect a decent amount
and a Lie” and provide instructions for those their table groups at first. of group work and
who may not be familiar with the game. Everyone will take turns collaboration in our class, it
sharing their facts in their is important that I give
First, I will give students a minute or two to small groups. Afterwards, students the chance to get
think of their statements before having the students will be able to to know their classmates.
students play in their table groups. I will participate/guess when I Furthermore, the game
facilitate the activity and will move around share my own 2 truths in a provides me the opportunity
the classroom as students play in order to lie. Finally, students will have to continue working to build
catch pieces of conversations so that I can the opportunity to volunteer relationships.
begin learning about my students. to share. No one will be
forced to share in whole
When the groups begin finishing up, I will group though the
call attention back to the front where I will opportunity will be there for
share my own 2 truths and a lie. I will also those who are interested.
ask for any student volunteers to play a few
rounds with the whole group together.
5 min As the last part of my Introduction to Students will take these few By asking students to write
Students presentation, I will provide minutes to write on their about their favorite
students with a notecard. notecards. teachers, I can begin to
learn about classroom
On the first side of the note card, I will preferences my students
instruct students to write about their all time may have as well as learning
favorite teacher. styles. As the teacher, my
goal is to make our
On the other side of the notecard, I will ask if classroom work for my
there is anything else they would like to students. Because of this, I
share with me. think it could be useful to
hear what students have to
say about previous favorite
teachers. For the second
side, this provides a safe
space for students to share
anything about themselves.
It doesn’t have to be deep,
but if a student has
something on their mind, it
could be helpful for me to
intentionally provide a space
for them to share.

2 min As class wraps up, I want to make sure to tell Students will listen and ask I don’t want students to
students a bit about what to expect for the any clarifying questions that ever feel like they don’t
week in our class. I can explain how we will they may have. know what to expect from
not be jumping right into Algebra 1 content me. Since I already have
but rather we will be getting to know each plans for the upcoming days,
other, setting up expectations, and just I might as well share a few
beginning to think mathematically in a few details regarding what
problem-solving activities. students can expect.

5 min Lastly, I will hand out an exit ticket where Students will provide a short The exit ticket will allow me
students will individually share 2 things they written answer to the exit to further get to know
like about math and 2 things they don’t. ticket questions. students and understand
their feelings about math.
Unfortunately, many
students will inevitably
come into my classroom
with negative feelings about
math. The exit ticket will
hopefully provide a way for
me to begin to see how I can
help shift student
viewpoints of the subject.

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?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of Special
Education support, accommodations and modifications.
Date: Teacher Name: Sydney Hamann Class: Algebra 1

Grade Level: 9 Unit Name/Topic: First Week of School Lesson Number: 2 Length: 45 min

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):

Mathematics Process Standard(s):

PS.1 Make sense of problems and persevere in solving them
PS.2 reason abstractly and quantitatively

Academic Content Language (content vocabulary, discourse, syntax): operation, add, subtract, multiply, divide, square root,
growth mindset, fixed mindset

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
● What are the benefits to being able to approach a math problem
there are almost always numerous ways to approach and solve a problem in in multiple different ways?
math, having a growth mindset is important for success ● What does it mean to have a growth mindset?

Questions to elicit deeper thinking or build upon the topic…

● Why would it be useful to solve a problem in multiple different
ways or with multiple strategies?
● How can you turn a fixed mindset statement into a growth
mindset?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
Students will be able to explain the difference between a growth mindset and fixed mindset.
Students will be able to use basic math vocabulary and facts to explain how they obtained their results in the warm-up.
Students will be able to describe homework policies and how to navigate the canvas site.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
completing the warm-up activity, discussing in small and large group,
Exit ticket
completing the growth mindset sorting activity

Evaluative Criteria:
Student success would look like. . . Summative (if any beyond the performance task):
problem-solving and thinking outside the box to come up with numerous None
ways to solve the warm-up, successfully identifying statements as fixed or
growth mindset

Stage 3: Learning Plan To Support Mathematical Proficiency

Mathematics Methods for Instruction:

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

Cooperative Learning Writing Lab Learning Stations Problem Trail Inquiry Learning Independent Learning

Small Group Direct Instruction Workshop Role Play Game Other:

Mathematical Thinking & Literacy Skills:
(Highlight all that apply) (linking to objectives and literacy standards & content standards)

Problem Solving Reasoning & Proof Communications Connections Representations

Declarative Knowledge Procedural Knowledge Conceptual Knowledge Conducting Research Other:

Mathematics Tools:
(Highlight all that apply)

Manipulatives Graph/Patty Paper Calculators & Technology Ruler/Protractor/Compass Colors

Formulas/Identities Proofs Data Students' Work Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support Needed Who will provide Why? What’s the intention
(Special Education that support? Where Students will use technology to explore the course canvas
Support and/or will that support be
accommodations and provided?
page.
modifications)

Students will be given The teacher will Students learn in

opportunities to work provide supports. different ways so choices
individually and in allow them to work in
small groups ways that they prefer.
depending on their
preference.

Lesson Agenda with Discipline-Specific Learning Activities

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

10 min I will begin by explaining that every day, Students will be working on I wanted to start Day 2 with
students should expect to start class with a the given task at their tables. a warm-up to begin
warm-up of some sort. Today, the given When finished, they will share establishing the routine that
warm-up is as follows: examples of how they got to I expect to continue all year.
● Find the numbers 1-20 using only certain numbers (ex: Besides this, the activity is
four 4’s and any operation 9 = 4 + 4 + (4 ÷ 4)) useful for helping students
Students will be able to work independently Students will observe that to think outside the box,
or with their table groups. I will walk there is not one single problem solve, and see that
around and monitor student progress. After solution to each question. (as is often true in math)
students have finished, we will discuss in there are many different
whole group. I will have students share correct answers and ways to
their thinking and make sure that students go about solving a problem.
see that there are numerous ways to solve
the problems.

15 min After the warm-up is complete, I will move Students will explore the Rather than simply telling
to a classroom and canvas tour. In the canvas page on their the students about the
classroom, I will briefly show students computers/devices. They will canvas page and where to
where to find supplies they may need as be able to look over the find things, I thought it
well as where they will eventually be various pages and the would be a good opportunity
turning in homework. Then I will give calendar that is posted. to allow students some
 students about 5-7 min to explore the Students will be given the freedom and a break from
canvas page themselves. After they are opportunity to ask questions listening.
finished looking around the site, I will give a as they arise.
brief overview of the course calendar on
the canvas page and anything else
important for them to see.

15 min Next, we will move on to a discussion of First, students will watch the Students can get bored
growth mindset. First, I will play the first 3 video that the teacher shows easily, so this section of class
minutes of this video. Following the video, I on growth mindset. Then, the includes a number of
will explain the meaning and routine of students will participate in an different ways for students
think-pair-share. I will give students time to activity where they match to participate in learning
process by themselves before talking with given statements to either the about the idea of growth
the person next to them about what they growth or fixed mindset mindset. Students have
heard in the video. Then, I will pass out a categories. Finally, students different learning styles so
growth mindset sorting activity. The slips of will engage in a discussion hopefully the variety of
paper will be cut out already, and I will with their table groups and activities will at least include
explain to students how they will work with the whole class about the one thing that appeals to
the person sitting next to them to sort the importance of having a them. Also, having students
statements into either growth or fixed growth mindset. sort the statements is helpful
mindset. Finally, I will lead a discussion with in giving them a concrete
the students about the topic and how we example of what a fixed vs
can apply a growth mindset in math class. growth mindset looks like.
Throughout the discussion, I will remind Besides this, the growth
students of what a good discussion looks mindset activities provide
and sounds like. opportunities for me to
introduce a few routines and
procedures such as with
think-pair-share.

5 min I will provide students with an exit ticket Students will complete the Exit tickets can be useful in
with the following questions: exit ticket. helping students to form
● What is the difference between a thoughts about what they
growth and fixed mindset? Describe have learned in a low-stakes
a time that you learned from a way.
mistake.

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?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of Special
Education support, accommodations and modifications.
Date: Teacher Name: Sydney Hamann Class: Algebra 1

Grade Level: 9 Unit Name/Topic: First Week of School Lesson Number: 3 Length: 45 min

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):

Mathematics Process Standard(s): PS.2 Reason abstractly and quantitatively, PS.3 Construct viable arguments and critique the
reasoning of others

Academic Content Language (content vocabulary, discourse, syntax): even/odd, multiple, product, perfect square

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
● What should group work look and sound like?
● group work/collaboration is very important, ● What does it mean to be a mathematician?
● considering other viewpoints is imperative
● anyone can be a mathematician Questions to elicit deeper thinking or build upon the topic…
● How can you expand your thinking to include other
viewpoints?
● What makes a good group member?
● As students, how can you work to be a mathematician?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
Students will be able to explain their thinking and construct an argument for their answer.
Students will be able to describe what it means to work well in a group.
Students will be able to describe what it means to be a mathematician.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
sharing their reasoning in the warm-up, completing the 100 numbers activity in
Mathematician poster
groups, completing the quick write, answering the jamboard prompt
Group work activity/quick write
Evaluative Criteria:
Student success would look like. . Summative (if any beyond the performance task):
being able to construct a viable argument for their answer, being able to describe what None
group work should look like in the classroom and what it means to be a mathematician

Stage 3: Learning Plan To Support Mathematical Proficiency

Mathematics Methods for Instruction:

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

Cooperative Learning Writing Lab Learning Stations Problem Trail Inquiry Learning Independent Learning

Small Group Direct Instruction Workshop Role Play Game Other:

Mathematical Thinking & Literacy Skills:

(Highlight all that apply) (linking to objectives and literacy standards & content standards)

Problem Solving Reasoning & Proof Communications Connections Representations

Declarative Knowledge Procedural Knowledge Conceptual Knowledge Conducting Research Other:

Mathematics Tools:
(Highlight all that apply)

Manipulatives Graph/Patty Paper Calculators & Technology Ruler/Protractor/Compass Colors

Formulas/Identities Proofs Data Students' Work Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support Needed Who will provide Why? What’s the intention
(Special Education that support? Students will use technology to research a
Support and/or Where will that
accommodations and support be
mathematician of their choosing.
modifications) provided?

Students could Teacher will Depending on the needs of

complete mini poster in provide individual students in my
a variety of ways support. classroom, students could
(including something showcase their learning in
other than a poster) a variety of ways.

Lesson Agenda with Discipline-Specific Learning Activities

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

8 min I will begin by introducing students to the warm-up Students will construct an This type of activity
problem type of “Which One Doesn’t Belong.” argument and share their makes students think
reasoning with others. Each outside the box and
number is possible for consider different
students to argue that it viewpoints. It also
doesn’t belong. For helps students to
example, 9 is the only single think critically and
digit number, 43 is the only logically as they
one that isn’t a perfect construct an
I will have students think on their own for a few square, 16 is the only one argument.
minutes before they discuss in small groups. Then, I that isn’t even, and the
will ask for volunteers to share and encourage product of the digits is a
students to consider arguments they could make for multiple of three in each of
different answers. them except for 25.

12 min The next math task has the purpose of helping to Students will work in their Establishing group
establish what group work should look like in our table groups for this task. work routines and
class. Groups will first be given page 1 of this sheet. I They will need to expectations is very
will explain that the groups will have 3 minutes to collaborate as they work to important in the first
find as many numbers from 1-100 in order. Group get as many numbers as week of school since
members will take turns going in a circle highlighting possible in 3 minutes. They students will regularly
each number as they find it. The first student will will notice patterns about be expected to
highlight 1, the second student highlights 2, the the numbers and use this to collaborate,
third student highlights 3….when we get back to hopefully improve their problem-solve, and
student 1, they highlight the next number. I will score in round 2. Overall, share their thinking
start the timer and allow students their 3 minutes to they will observe what with others.
attempt the task. After, I will ask groups how many group work should look like
numbers they found and will give groups a few in the classroom.
minutes to discuss before trying it again. I will have a
 few groups share out what went well in round 1 and
any patterns they noticed with the numbers.
Eventually, a group will notice a pattern of where
the numbers are located:

Next, I will have the students complete the 3 minute

task a second time with the goal of reaching more
numbers than they did last time.

5 min After the activity, we will debrief and I will help Students will complete the By recording student
students to specifically identify what group work quick write. Then, they will answers on a poster
should look like. I will ask students to get out their share ideas in their table that could be
notebooks to do an individual quick write on the groups. Each table group displayed in class, I
question “what does good group work look like in will come up with a short can continue to
math class?” After students write as well as share list of main points they remind students of
their thoughts in small groups and large group, I will could share with the class. expectations
record a list of their ideas on a poster to be throughout the year if
displayed in the room. reminders are
necessary.

20 min The next activity I will introduce is exploring famous Students will research a I want students to
mathematicians. I will instruct the students on how mathematician and create a begin seeing
they will be researching a mathematician and small poster with a few facts themselves as
writing about his/her contributions to math. I will about the person the mathematicians.
encourage students to explore further than the student chose. Afterwards, Students need role
typical white male mathematicians. I will provide the student will write a models so helping
paper for students to make mini posters. When response on the jamboard. them to see that
finished, I will have a jamboard created where there have been
students will answer what it means to be a mathematicians other
mathematician and how it relates to them as than white males can
students. help a student to
believe they are
capable of being
successful in math.

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?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of Special
Education support, accommodations and modifications.
Date: Teacher Name: Sydney Hamann Class: Algebra 1

Grade Level: 9 Unit Name/Topic: First Week of School Lesson Number: 4 Length: 45 min

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):

Mathematics Process Standard(s):

PS.1 Make sense of problems and persevere in solving them
PS.2 Reason abstractly and quantitatively
PS.3 Construct viable arguments and critique the reasoning of others

Academic Content Language (content vocabulary, discourse, syntax): variable, multiply, like terms

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
● How might algebra be necessary for you in the future even if you
whether they realize it or not, math is all around us in our everyday lives aren’t planning to go into a “math” career?

Questions to elicit deeper thinking or build upon the topic…

● How does the puzzle relate to algebra with variables?
● How do everyday tasks require the use of mathematics?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
Students will be able to explain the solution to a puzzle using mathematical logic.
Students will be able to describe the need for math in their future career.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
creating a poster on the use of math in their future career
Why is math important poster

Evaluative Criteria: Summative (if any beyond the performance task):

Student success would look like. . . None
being able to list/describe multiple reasons why math will be important in
their future careers and everyday lives

Stage 3: Learning Plan To Support Mathematical Proficiency

Mathematics Methods for Instruction:

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

Cooperative Learning Writing Lab Learning Stations Problem Trail Inquiry Learning Independent Learning

Small Group Direct Instruction Workshop Role Play Game Other:

Mathematical Thinking & Literacy Skills:
(Highlight all that apply) (linking to objectives and literacy standards & content standards)

Problem Solving Reasoning & Proof Communications Connections Representations

Declarative Knowledge Procedural Knowledge Conceptual Knowledge Conducting Research Other:

Mathematics Tools:
(Highlight all that apply)

Manipulatives Graph/Patty Paper Calculators & Technology Ruler/Protractor/Compass Colors

Formulas/Identities Proofs Data Students' Work Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support Needed Who will Why? What’s the intention Students will use technology to research for their projects.
(Special Education Support provide that
and/or accommodations and support? Where
modifications) will that support
Students will be able to create a digital poster if they would
be provided? prefer.

Accommodations could be The teacher Students learn in

made for students to will provide different ways and have
complete the poster in a any support. different preferences.
variety of ways depending
on their learning needs.

Lesson Agenda with Discipline-Specific Learning Activities

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

7 min The warm-up I will be giving students is a Students will work by Eventually, the warm-ups in
type of logic puzzle: themselves or in small our class will be related to
groups on this puzzle. They topics students learned in
will need to use logic along previous years to remind them
with math facts to solve the of necessary background info
puzzle and find the or they will be additional
numerical value of each practice of concepts we
plant. recently learned in class. For
the first week, however, the
warm-up is more of a fun
math activity to get kids
I will give students time to work before
thinking about math and
asking for the results and an explanation.
practicing using logic to think
through a solution.

30 min Next, I will introduce the short project that Students will work Students often don’t
will take up the rest of our class time on individually on this understand the use of what
this day. Students will be creating posters assignment. Students will they are learning in math
on how math is needed in their future research their chosen classes. This project aims to
careers (if a student doesn’t know what careers and create a poster help students see how math is
they want to do, they are welcome to explaining how they will needed in some way or
choose the career of a family member or need to use math in the another in any career they
friend to look into). Once they have decided future. could imagine. When students
 on a career, they will research (or simply understand why they need to
brainstorm) why math is needed in the learn something, they will be
career. I will have students aim to list five much more motivated to do
uses of math on their posters. so.

8 min Once students finish up, I will facilitate a Students will have the Students should be proud of
gallery walk of student posters. chance to share their work the work they create. Doing a
and walk around to see the gallery walk allows students to
work of their classmates. share their findings without
putting them on the spot and
asking them to “present” their
posters.

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?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of Special
Education support, accommodations and modifications.
Date: Teacher Name: Sydney Hamann Class: Algebra 1

Grade Level: 9 Unit Name/Topic: First Week of School Lesson Number: 5 Length: 45 min

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): At a very basic level, these standards are touched upon:
AI.NE.2 Simplify algebraic rational expressions, with numerators and denominators containing monomial bases with integer
exponents, to equivalent forms.
AI.F.3 Identify the domain and range of relations represented in tables, graphs, verbal descriptions, and equations.
AI.L.7 Solve linear and quadratic equations and formulas for a specified variable to highlight a quantity of interest, using the
same reasoning as in solving equations.

Mathematics Process Standard(s):

PS.2 Reason abstractly and quantitatively
PS.3 Construct viable arguments and critique the reasoning of others
PS.5 Use appropriate tools strategically

Academic Content Language (content vocabulary, discourse, syntax): prime, exponent, percent, distributive property, like
terms, variable, square root, function, graph quadrants

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
● What are some common errors/misconceptions that are
Online tools can be very useful in mathematics, everyone makes mistakes and commonly seen in algebra classes?
we can learn from our errors to do better next time ● How can Desmos and other math tools be used to assist in
learning?

Questions to elicit deeper thinking or build upon the topic…

● Why are these common misconception statements false?
● How could we conceptually model these statements to explain
our reasoning for them being true/false?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
Students will be able to identify different categories of numbers.
Students will be able to explain why a math statement is incorrect and how it could be rewritten to be correct.
Students will be able to describe how technology can be used to enhance learning of mathematics.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
completing the common misconceptions activity and desmos activity
Exit ticket
Desmos activity
Evaluative Criteria: Review Activity
Students success would look like. .
being able to navigate through Desmos and answer the questions as well as Summative (if any beyond the performance task):
explain which statements are true and which are false along with corrections
for the false statements in the common misconceptions activity None

Stage 3: Learning Plan To Support Mathematical Proficiency

Mathematics Methods for Instruction:

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

Small Group Direct Instruction Workshop Role Play Game Other:

Mathematical Thinking & Literacy Skills:

(Highlight all that apply) (linking to objectives and literacy standards & content standards)

Problem Solving Reasoning & Proof Communications Connections Representations

Declarative Knowledge Procedural Knowledge Conceptual Knowledge Conducting Research Other:

Mathematics Tools:
(Highlight all that apply)

Manipulatives Graph/Patty Paper Calculators & Technology Ruler/Protractor/Compass Colors

Formulas/Identities Proofs Data Students' Work Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support Needed Who will provide Why? What’s the intention The common misconceptions activity will be displayed on
(Special Education that support? the board via google slides.
Support and/or Where will that
accommodations and support be
modifications) provided? Students will use technology with the Desmos activity.

During the common Teacher will By setting students up to

misconceptions activity, provide support. work independently on a
I will be free to provide task, the teacher will be
additional supports or more available to jump
scaffolding to students in and work with
who need it. individual students.

Desmos activity allows A self-paced activity is

students to work at useful so that students
their own pace and can don’t feel rushed. It
be individualized to could be differentiated if
meet student needs. needed..

Lesson Agenda with Discipline-Specific Learning Activities

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

10 min I will introduce the warm-up for the day: Students will come up The point of this warm-up is to
● How many different sets of numbers with as many sets of push students to think about
with at least four members can you numbers as they can numbers in different ways and
find in the numbers in this box? and will share their to think outside the box. It also
answers with the class provides me with a bit of
as they come up with background on what students
new ideas. know. For example, do they
know what a prime number is in
Example responses: order to make a set of primes.
● odd numbers
{3,13,17,27,...}
I can walk around as students think and then ● multiples of 4
write student responses on the board as they {8,36,56,64,...}
share.
15 min The first thing on our Day 5 agenda after the Students will work Desmos is a math tool we will be
warm-up will be for students to work on an through the activity. utilizing throughout the year.
Introduction to Desmos activity. I will Desmos will guide them Because of this, it is good to
essentially provide the link and allow students on how to use different introduce students and
to work and figure things out on their own. I tools and answer familiarize them with it early on.
will walk around and be available for questions.
assistance as needed.

20 min Next, I will introduce students to the common Students will be able to In the first week of school, I
misconceptions activity they will be work individually or think it is important to begin
completing. I will walk around while students with the people sitting assessing what students already
work to assist if needed. The true/false nature around them to discern know and where they may need
of the activity will make it easy for me to whether the math extra help. This isn’t a graded
check on how a student is doing with a simple statements are true or activity or anything, but simply
glance at their paper. At the end of the time false. walking around and listening to
we have, I will go over the solutions with the student conversations will give
class. me a sense of where students
are at.

5 min Finally, I will ask for students to complete a Students will answer I don’t plan to use exit tickets
3-2-1 exit ticket: the given questions on every single day, but regularly
● 3 new ideas or aha’s over the last few the exit ticket. enough that I wanted to be sure
days, 2 personal goals for learning in to establish this routine in the
math, 1 question you have first week of school. This exit
ticket will help me to see what
my students have taken away
from our first few days together
as well as where they want to go
from here.

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?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of Special
Education support, accommodations and modifications.