INTERN NAME____Sam Hobson_________________ 1

EDR 317/318 Lesson Plan Template

LESSON PLAN TEMPLATE

Lesson Day Monday October 29th

(Include: Date, Subject, Duration, Grouping/# of students)
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
8th grade Pre-Algebra (mathematics), whole class instruction
Periods 4 and 5, 48 minute period in length
This lesson supports the learning goal by having students build upon their
knowledge of creating linear equations when given a two variable word
problem. Students will learn a new strategy to create an equation when given a
word problem and two values for each variable.

Objective(s) Students will be able to label and explain the parts of a given linear equation.
(1c: Setting Instructional Outcomes)
Given a word problem, students will be able to create a linear equation and
Taking the learning goal into consideration, what is the
solve to find the missing variable.
objective(s) of this lesson that will support progress toward the
learning goal.

Objectives should be learner focused (not what the teacher will do

or accomplish), observable (use verbs that can be measured), and
target a specific outcome. Please refer to the SLO User Guide for
the “ABCD” method or “I CAN” statements that can be used as a
guide.

RJM EDR 317/318 Fall 2018

INTERN NAME____Sam Hobson_________________
PA Standards
www.Pdesas.org/Standard/view or
https://www.pdesas.org/Page?pageId=11
ISTE Standards (if applicable)
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning objective(s)?
If appropriate, what educational technology will be used to support
the learning outcomes of this lesson? How do the resources
support the learning objectives?
Cite publications and any web resources.
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Standard - CC.2.2.8.B.3
Analyze and solve linear equations and pairs of simultaneous linear equations.
Standard - CC.1.2.8.J
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or
expression
-word problem packet to practice creating linear equations given a value for
each variable
-illustrative mathematics task to practice explaining the relationship of two
variables in a given linear equations (working backwards from the lesson)
-whiteboard/markersdisplay responses and work for students
INTERN NAME____Sam Hobson_________________
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
8 minutes
How will you set the purpose and help students learn why today’s
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson
topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide very detailed steps.
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3
Prior to this lesson, students have the knowledge to create an equation with two
variables given a word problem. Today’s lesson demonstrates an algebraic way
for students to create linear equations for word problems. Students will receive
a packet of practice problems at the start of class.
To start off class today, read the first word problem, list the given information,
and write an equation to represent the relationship between the variables.
Once you are done, turn and talk with your table group to compare ideas. The
first problem is: “Using 20 boxes of nails a carpenter was able to finish 40
birdhouses. Write an equation that can be used to express the relationship
between the total number of birdhouses completed (t) and the boxes of nails (b)
used.” I will give students several minutes to complete this problem
independently, and then collaborate within their table groups. When students
are completing this, I will be walking around the room to monitor student’s
work and ensure student discussion is on task.
INTERN NAME____Sam Hobson_________________ 4

Once student discussion comes to a close, I will first review the given
information from the word problem. These pieces of given information are: (1)
20 boxes of nails are needed to make 40 birdhouses, (2) the variable b
represents the number of boxes of nails, and (3) the variable t represents the
number of birdhouses. It is crucial we record our given information, as these
key pieces will come together to help us create our linear equation. I will then
have each group share their linear equations, and I will record them on the
board. Let’s test these equations to see which represent the word problem. The
way we will test our equation is by using a value of one variable we are given
in the problem. I will use 20 to represent my variable b, boxes of nails. We
know if we do not get an answer of t=40, then we know the equation does not
represent the correct proportional relationship between the two variables. After
plugging in the value 20, and eliminating incorrect equations, we will come to
the correct equation t=2b.

I will have several groups share how they came to this answer, one of the ways
being shared on how to find the unit rate of the problem. In this case, the unit
rate would be how many birdhouses we can make with one box of nails.
Students found they could make 2 birdhouses with 1 box of nails, so to find the
total number of birdhouses, students multiply the number of boxes by 2 to get
the total number of birdhouses.

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INTERN NAME____Sam Hobson_________________ 5

Instructional Activities DIRECT INSTRUCTION (10 minutes)

(1a: Demonstrating Knowledge of Content and Pedagogy; Today, I will be teaching you a new way to create linear equations when given
1e: Designing Coherent Instruction) values for our variables. We know the total number of birdhouses is equal to
30 minutes
the boxes of nails times the number of boxes we need to make one birdhouse.
Exploration (Model): How will students explore the new concepts? Now from our previous work, we know the unit rate is 1 box of nails for every
How will you model or provide explicit instruction? You MUST 2 birdhouse, or 1/2 box per 1 birdhouse. But, if we did not know this number, I
include a teacher think-aloud using student-friendly language here. would substitute this value with an x, since it is an unknown. My equation on
the board will show: t=xb. If we look back to our given information, I know
Guided Practice: How will you provide support to students as they when I have 20 boxes of nails I can make 40 birdhouses, or when my variable
apply the new concept? How will you allow them to practice (with b is equal to 20, my variable t is equal to 40. I will write on the board: 40=20x.
teacher support)?
From here, I can solve for x to find my missing value, or my unit rate, so I will
Independent practice: How will students review and solidify these first divide both sides by 20 to isolate my x , and I come to an answer of x=2.
concepts to be able to use this new knowledge? How will you From here, we can rewrite our equation as t=2b. I will label each part of my
monitor and provide feedback? equation to show which each part represents in the problem.

Provide very detailed steps and include teacher talk where
appropriate.
Bold/highlight academic language that will be used/taught
throughout the lesson.
Another thing to note is the variables in our final equation match with the
equation we used to solve for our missing unit rate. In this problem, the linear
equation we used to solve for our unit rate is 40=20x and our final equation is
t=2b. The variable t and the 40 are both representing the number of
birdhouses, the variable b and the 20 are both representing the boxes of nails,
and the 2 or the x are representing the unit rate in terms of b. When we are
writing our final equation, use the previous equation to help you create your
final equation! I will line each up under one another to demonstrate the two
equations are the same, just with different values, one being a variable and one
being a number.

It will also help to write our equation in words, as this will help us understand
the relationship between the two variables in our equation. For this word
problem, I would write ‘the total number of birdhouses is equal to twice the
number of boxes of nails’.

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INTERN NAME____Sam Hobson_________________ 6

GUIDED PRACTICE (6 minutes)

Once I have answered any questions about the first problem, I will have
students begin the second problem. Read problem number two and list the
given information. Once you are done, turn and talk with your table group
about what you have recorded. The second problem is: “A chef bought 60 bags
of oranges at the supermarket and it cost her $89.40. Write an equation that can
be used to express the relationship between the total cost (t) and the number of
bags of oranges (b) purchased”.

We will review the given information in the problem as a class: (1) 60 bags of
oranges cost $89.40, (2) the variable t represents total cost, and (3) the variable
b represents the number of bags of oranges. Now work with your table group to
set up an equation to solve for the missing unit rate in the problem. I will give
students a minute to brainstorm some ideas, then have each table group share
their equation. Using this equation 89.40=60x, I will have students solve for
the missing unit rate of $1.49. When we create our equation, we want to be
thinking ‘in order to find the total cost, I can multiply the unit rate by the
number of bags’. Now just like the previous problem, let’s use our first
equation to help us create our final equation. Work in your table groups to
create your final equation. After students have come up with an equation, I will
have groups share their equations and how they used the previous equation to
find these. Since the $89.40 represents our variable t, the 60 represents our
variable b, and we found our unit rate of $1.49 per bag, we know we can
rewrite our equation as t=1.49b. Turn and talk with your groups to decide how
we can write this equation using words instead of numbers. Students will share
the final answer of ‘the total cost is equal to the number of bags of oranges
times the unit rate of $1.49.

INDEPENDENT PRACTICE (14 minutes)

Once I answer any further questions, I will have students work independently
on the rest of the packet. For each question, I will push students to complete
RJM EDR 317/318 Fall 2018 the sequence of steps to complete the problem as we have been doing in class:
INTERN NAME____Sam Hobson_________________ 7

Throughout the class, I will be walking around the room to ensure students are
understanding how to create linear equations, and ensure they are no questions
that need answering.

Closure Once students have completed problems with their table group or
(1e: Designing Coherent Instruction) independently, I will have students complete a task from a website titled
“Illustrative Mathematics”. The task gives the situation of a student’s collection
10 minutes of baseball cards, and it gives four different equations to represent each
How will students share or show what they have learned in this collection. This task will allow students to explain the proportional relationship
lesson? between the two variables in each equation in words. This problem is similar
How will you restate the teaching point or ask students to do so to what we have been completing in class, only instead of creating the equation
and clarify key concepts? given a word problem, we are given an equation and we need to describe the
How will you provide opportunities to extend ideas and check for number of cards in the collection as time goes on. Please work on this task
understanding? independently. Students will have the rest of class to complete the task, and if
How will this lesson lead to the next lesson? they do not complete it will be assigned as homework and collected

The last few minutes of class I will have students pause their work to share
some thoughts and close the lesson. As we finish up class today, I want to
stress the importance of changing the math language into words. This is a
crucial step to help in our understanding and comprehension of the problem
and can greatly help us when answering word problems. If you have not
finished the task, please complete that assignment for homework as I will be
collecting and grading it.

RJM EDR 317/318 Fall 2018

INTERN NAME____Sam Hobson_________________
Differentiation
(1e: Designing Coherent Instruction)
What differentiated support will you provide for students whose
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs
of all of your students?
How will your lesson be supportive for all students, including
English Language Learners, and build upon the linguistic, cultural,
and experiential resources that they bring to their learning?
How will your lesson promote creative and critical thinking and
inventiveness?
Accommodations ** (see note below)
(1e: Designing Coherent Instruction)
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).
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For my above level students, I will challenge these students to think of multiple
ways to arrive at the same linear equation for one problem. These students are
also free to help students who need more support at their tables, especially
when I am working with other students. If they still have more time after these
items, I will have extra practice for them to complete. Students will be given a
value for one variable in the equation, and they will solve for the missing
variable.
For my below level students, I will provide the modeled practice problem
completed for them to use as a resource when completing the preceding
problems. This gives students an opportunity to follow the direct instruction,
without feeling rushed to copy down the notes on the board. I will be
frequently checking on them to ensure they are copying down the information
from the board, along with following the content of the lesson. I will provide as
much one on one support I can for these students, but if I need to help other
students I will ask these students to work with their table members.
For my English Language Learners, I will allow them to practice their BICS
(Basic Interpersonal Communicative Skills) when working with classmates and
receiving support from the teacher. They will also practice CALPS (Cognitive
Academic Language Proficiency) when completing the notes sheet and the
practice problem as a class. If my students struggle with CALPS, I will provide
the student with the modeled practice problem completed on their worksheet to
use as a resource when completing the preceding problems.
For my students with ADHD and attention difficulty, I will ensure they are
seated close to instruction and prompt these students to stay on task, especially
when working in groups. I will also ensure the group of students they work
with will not be a distraction, but rather a resource for them if they need
guidance or clarification and a teacher is not available. I will also allow these
students to vocalize their thoughts through discussion with group members
during the practice problems we complete. This also gives students the
opportunity to rephrase and repeat the content to fully understand the concepts
and content being taught in the lesson.
INTERN NAME____Sam Hobson_________________
Modifications**(see note below)
(1e: Designing Coherent Instruction)
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
Assessment (Formal or Informal)
(1f: Assessing Student Learning)
How will you and the students assess where the learning
objectives, listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
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Students with specific modifications in terms of amount of work may only
complete the first three problems with their table groups, and the first two
questions on the illustrative mathematics task at the end of the lesson. This
way, students only need to complete problems that will best guide their
thinking through the activity, without hindering their progression of learning.
Throughout the lesson, students complete several informal assessments. The
formative assessment begins when students list the given and then create a
linear equation using their own method in the anticipatory set, when students
complete the guided practice with their table groups, when students complete
problems with their table groups or independently, and when students complete
the closure task. All of these formative assessments allow students to put the
new method to practice in a supportive atmosphere, where they can ask
questions and work with their peers. The basis of this lesson is give students a
word problem, which they will represent as a linear equation. The closure
activity has students work backwards. Students are given several equations
modeling the number of cards in a collection over time, and students are asked
to explain the equation in words. This task is similar to having students write a
sentence explaining their equation at the end of each problem, only the students
are not provided the clearly explained relationship between the two variables.
When students complete these formative assessments, I am looking to see they
can follow each step, and by starting with the given information. I am also
looking to see students make the connection from the equation used to solve
for the missing rate, to the final equation as an answer, making the connection
between the variables and the
INTERN NAME____Sam Hobson_________________
Reflection on Instruction
At the conclusion of the lesson you should reflect on the lesson.
The reflection should go beyond simply answering the question
“Was this a good lesson?” Below are some questions to assist you
in your reflective process (Danielson, 2008):
o What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they reveal about the
students’ level of engagement and comprehension?
o What changes, if any, would you make to the lesson if you
teach this lesson in the future? What misconceptions, if
any, do you need to clarify before teaching the next lesson?
o Did you stray from your lesson plan? If so, how and why?
o Comment on your classroom procedures, student conduct,
and your use of physical space. To what extent did these
contribute to student learning?
o Comment on different aspects of your instructional
delivery (e.g., activities, grouping of students,
materials/resources utilized). To what extent were they
effective?
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After giving my lesson, I found the modeling to be extremely effective.
Showing students how to complete the problem supported them in
understanding what was expected of them when completing problems. As I
walked around the room, about 75% of my students were completing every
step except the sentence describing the relationship between the two variables.
If I could teach this lesson again, I would stress creating the sentence, as I think
it will better support their completing of the closure activity and support their
understanding of the equation they have created.
The collaboration of students was effective as well. Instead of hearing from the
same few students, I heard from a much larger pool of students in my classes.
Collaborating with peers gave students confidence to share their ideas, and
students who felt they needed help felt comfortable asking for help.
Collaborating with peers is a routine I was not utilizing correctly in classes
previously, but after getting the suggestion from my professor, I have been
actively using collaboration or “turn and talk” in my classes.
If I were to teach this again, I would change the way I give the closure activity.
Because the task is four problems labeled as a, b, c, and d, students thought it
was a multiple choice problem. I explained the task was four different
equations, but I still had several students choose one equation and submit the
task. If I were to teach this again, I would format the task so it would be
labeled as numbers 1-4 to clearly show it is four separate problems. I would
also like to demonstrate the concept of writing words to a given equation, as
this was not the stressed focus of the lesson. Teaching this lesson again, I
would model the steps to explain the relationship between two variables when
only given a word problem. Doing so would ensure students understood what
needed to be completed for this task, and I would have received more complete
closure activities from students.
Another routine I am working on using in my lessons is making connections to
deepen understanding of a mathematical practice or routine being taught. In
this lesson, I made the connection between the two equations (the equation
used to solve for the unit rate, and the equation used to give our final answer)
and the connection between the final equation and the sentence written to
INTERN NAME____Sam Hobson_________________ 11

Two items I still need to work on are pausing and time management in the
classroom. Pausing is such a challenging aspect of teaching; we want to give
our students time to think and reflect on their learning, but in such a fast pace
world we feel awkward when time is frozen, and no activity is occurring. I am
still working to implement this in my teaching, as I tend to rush when I give
lessons. I also need to work on time management when teaching. I need to slow
my pace of direct instruction and allow students time to copy down notes and
retain the information I am giving them. I also need to remember that if
students do not understand the basis content, I need to be prepared to explain
again and maybe share the content in a different form.

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are
essential to consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a
student learns the material, but they do not change knowledge content. With accommodations, a student receives the SAME education as other
children, but the student can access content or express knowledge in different ways. Modifications refer to changes of what is taught or what students
with disabilities are expected to learn. This may include adaptations made to instruction and assessment that change or reduce learning expectations.
(Please refer to the SLO User Guide and SLO template for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the
accommodations or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional
Activity, and Closure section of the lesson plan template.

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INTERN NAME____Sam Hobson_________________ 12

front and back of worksheet

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Closure activity task

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