Ferris State School of Education

Lesson Plan Format

Name: Myranda McDonald Date: 10/24/2019

Curriculum/Course: Mathematics - Pre Algebra Grade level: 8th Grade

Materials: Overhead projector, white board, math

Standards: 8.EE.7a. Give examples of linear equations in one variable with one solution, infinitely many
solutions, or no solutions. Show which of these possibilities is the case by successively transforming the
given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results
(where a and b are different numbers).

8.EE.7b. Solve linear equations with rational number coefficients, including equations whose solutions
require expanding expressions using the distributive property and collecting like terms.

8.F.4. Construct a function to model a linear relationship between two quantities. Determine the rate of
change and initial value of the function from a description of a relationship or from two (x, y) values,
including reading these from a table or from a graph. Interpret the rate of change and initial value of a
linear function in terms of the situation it models, and in terms of its graph or a table of values.
Objectives (“I can” statements): Write In the ABCD for but use the “I can” statement instead of “The student will…”

Given problems from their CPM math books, 8th grade students will review and practice their equation-
solving skills and demonstrate ways to check their answers. Finally, students will recognize and explain that a
solution is a value that makes an equation true.
Assessment (Formative, Summative): (i.e. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)

Formative assessment: Students will be asked throughout the lesson to give a thumbs up after each problem explained or
reviewed. After a couple of different lessons, Mr. Hansen will compete a homework quiz and homework check of their notebooks
but it is the first day on a new concept so this will not happen for my lesson. They will be working on their homework and journals
throughout the portion of this chapter that I am introducing tomorrow. A summative assessment will be given to the students at
the very end of Chapter 3.

Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask, what are you going to do to get them interested in the lesson)

Students will have completed homework that was given the night before by Mr. Hansen. These questions include 3-
65 through 3-69. I will ask the students to discuss with their group which problem they would like reviewed from
the night before. They get a vote on which problem they want completed, the one with the most votes gets
reviewed.

Steps in the lesson: (this should be written to a degree in which a substitute teacher could read and follow the instructions)

1. Review one homework problem chosen by the class. These problems will be from 3.1.7 section, that they
completed the day prior with Mr. Hansen.

2. Then introduce 3.2.1 by having the book projected on the white board. The Core Problems for this lesson
are questions 3-70, 3-71, and 3-72.

3. Begin by asking students to work with their group members to complete 3-70 as a warm up.

4. Give students about 5 minutes to complete warm up.

5. Then ask volunteers to complete the problem (formative) make sure that it was completed correctly.

6. Ask students specifically, “What methods did you use to check your solution?”

7. Then review what it would like if they were trying to check their equation with a wrong solution.

a. for example, if x=4 but they accidentally got x= -4

8. Move on to 3-71 (What is a solution?) parts a, b, and c. Complete part a and b as a whole group, then give
students a couple of minutes with their group members to complete c.

a. Ask for a volunteer for their answer to part c.

9. Then, complete 3-72, all parts (a-d) as a whole class.

a. Ask questions throughout like, “what’s next?, how can we check it?, any other questions?”

10. Lastly, assign homework problems 3-74 through 3-78. Tell them that 3-73 is a skip.

11. Closure said here!

12. Finish by walking around the class to help when needed but the students know that they are suppose to
exhaust their group members before asking for help from the teacher.

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the lesson.

Say, “Learning that I was able to check my solutions in high was such a life saver! Knowing that I could plug it back in
the given equation to make sure it worked, gave me such peace of mind when it came to testing!”

Extension Activities: (these are activities that students can get engaged in that maybe similar to homework or
address a student that has an extensive interest in the topic)

An extension question that the students could complete is problem number 3-73. Due to the fact that we are solving
3-72 problems together as a whole class, there likely will not be much variation on how it was solved. With that
being said, allowing the students to work through a different way to solve the problem could give them further
insight in how we can come to the same solution different ways.
Assessment /Modification:

Specific Student: I didn’t want to name him here but 1 student is given the accommodation of extended time. He is
given as much time as he needs to complete homework problems and tests. This student usually does a great job
staying on time with the rest of the class and doesn’t ask for time extensions but if he does it will be granted.

Differentiation:

What will I differentiate? Content Process Product Environment

Explain: I will differentiate the content by using reviewing different types of problems to attack the content from different
angles.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect

Explain: I will differentiate the content by use of learning profiles, (practical, analytical, and creative). The practical
students will benefit from the problems that they put into practice and apply checking their solutions (3-72). The analytical
students will benefit from hearing different ways to compare and contrast the methods offered for checking their solutions
(3-70) and (3-73) as an extension, if desired. The creative students will benefit from the problem that allows the create the
method they want to check their solution (3-70).

Diversity (how will any diversity related activities be mentioned or included)

We could discuss that because everyone is different, different methods may be taken to find solutions and that is okay.

Reflection/Teacher Notes:

Technology:

Overhead projector will be used to project book problems on the board.