COMPREHENSIVE LESSON PLAN TEMPLATE

Instructor Name: Deanna Addis Date Submitted: 8/25/2015

Class Location: Lakeview Day

LESSON BASICS

Meaningful Topic: Writing Equations

Student Types/Group:

☒ABE ☐ESL ☒HS Equiv Prep

☒Career Aware ☒College Prep

☒SPOKES ☐Computer Lit

☐Other: Click here to enter text.

Length of Lesson: 2 hours

Standard(s):

CCSS.Math.Content.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.

Depth of Knowledge:

☒1. Recall and Reproduction

☒2. Skills and Concepts

☒3. Short-term Strategic

Thinking

☐4. Extended Thinking

Essential Question: Do we ever need to use algebraic equations in real life?

Objective(s): Students will be able to write equation stories to solve real life word problems.

Required Materials/Equipment/Technology/Community Resources: Computer, projector, smartboard, document camera, worksheets (included)

Prior Knowledge/ Connections: All basic mathematical operations. Understanding of algebraic equations. Order of operations

Required Vocabulary: Variable Expression Equation Inverse operation Balance Like terms Coefficient

Instructional Methods:

☒Large Group

☒Small Group

☐Cooperative Learning

☐Project-based

☒Independent Study

☐Computer-assisted

☒One-on-One Tutorial

☒Individualized

☐Guest Speaker

☐Field Trip

☐Other: Click here to enter

text. ACTIVITY PLAN

1. Warm-up/Review/Connections:

Students will play Solve for n-Chart 1

2. Introduction to Content/Explanation: Do we ever need to use equations in real life? Can anyone give me an example?

3. Presentation/Model the Learning Process: See attached worksheet Lesson Plan 3

4. Scaffolded/Guided Concrete Practice: See attached worksheet Lesson Plan 4

5. Communicative/Collaborative Concrete Practice and Grouping Strategies: Students will work in small groups to complete the attached worksheets Lesson Plan 5

6. Independent Concrete Practice/Application: Students will complete the attached worksheet Lesson Plan 6

7. Assessment: Students will write their own real life algebraic word problems and then solve. Students will email their answers to the instructor using IPEVO Whiteboard on the iPad.

8. Wrap-up/Concluding Activity: Where Do You Stand? Have students determine if they understand the lesson and are able to apply what they have learned by one of three categories:

Not There Yet

On The Way

Ready To Roll

9. Instructor Reflection: N/A (Have not used in class as of yet) What went well? Click here to enter text.

What did not go as planned? Click here to enter text.

What should change? Click here to enter text.

What should be addressed in future lessons? Click here to enter text.

Lesson Plan - 3

A cell phone company charges a base rate of

$45 a month plus 10 cents for every text. The bill

for this month was $78.25. How many text

messages did I send/receive?

I have $60 in savings at this time. I need

to save a total of $310 to pay my personal

taxes. If I save $5 a week, how many

weeks will it take before I have enough to

pay the bill?

Write an equation story to go with this mathematical sentence:

x/5 – 10 = 20

Lesson Plan - 4

EQUATION STORIES and SOLUTIONS

Name_______________________________

Problem Equation and solution

If Sam earns 4$ more, he’ll have $52.

S + 15 = 38

Penny has some money. After she pays $5 for

her new kitten, she will have $27. How much

money does she have now?

P – 12 = 29

Kristy’s Dad makes 3 times as much per hour

as she does. If he makes $48 per hour, how

much per hour does Kristy make?

5b = 45

Some friends made $48 selling lemonade. If

each friend makes $12, how many friends

divided the money?

Lesson Plan - 5

Thinking Backwards

Writing Word Problems from Equations (Part I)

Write the word problem which goes with the following equations. Then solve for the

unknown information.

1) Let a = Ali’s age now

2a – 3 = Mel’s age now

a + 2a – 3 = 39 yr

2) Let s = small angle

Let 4s = larger angle

s + 4s = 70 degrees

3) Let w = width of rectangle

2w + 4 = length of rectangle

w + 2w + 4 + w + 2w + 4 = 62 in.

4) Let v = Vicki’s money

5v = Wally’s money

5v – v = $84

5) Let t = Tally’s age now

3t = Cami’s age now

2(t + 14) - 3t = 14 yr.

Writing Equations from Word Problems (Part II)

1) A whole object has been broken into 4 pieces, all of different sizes. Each piece is 2 times the size of the next smallest piece. What fractions describe each piece of the whole object?

2) A collection of marbles has been divided into 3 different sets. The middle sized set is 2 times the size of the smallest set, and the largest set is 3 times as large as the middle-sized set. What fraction describes each part of the total marble collection?

3) Mr. Jones drove to Boise, Idaho in 4 days. On Monday and Wednesday he traveled exactly the same distance. On Tuesday he traveled 2 times as far as he did on Monday, and on Thursday he traveled 3 times as far as he did on Wednesday. Which fraction describes the part of the trip covered on each day?

If the total trip covered 602 miles, how far did Mr. Jones travel each day of his

trip?

4) Mrs. Smith rode the bus 720 miles in 3 days. On the first day, she traveled 3 times as far as she did on the second day. On the third day, she traveled 2 times as far as she did on the second day. How far did she travel each day?

5) The neighborhood grocery store sold 1463 bottles of soft drinks last month. Twice as many bottles of root beer were sold than lemon-lime soda, and twice as many bottles of cola were sold than root beer. How many bottles of each type of soft drink were sold?

6) A total of 960 students attend Bosco School. Some students walk to school, some ride the bus, and the rest come by car. The number riding the bus is 6 times greater than the number arriving by car. The number walking to school is ½ the number riding by bus. How many students come to school by each form of transportation?

Lesson Plan - 6

Writing Equations from Stories

Part I: Write Equations for the stories below.

Choose a symbol and state what it represents.

Write an equation which uses the symbols.

Show the solution to the equations.

1) If Cassandra had 8 more dollars, she could buy the $40 pair of hiking boots she wants.

2) Tammy is training for a marathon. She ran the 3 miles from home to a lake, twice around the lake and then home again. She ran 11 miles. How far is it around the lake?

3) An antique car company is sponsoring a parade across the state. They carry 5 extra gallons of gas per car. Two extra cars join at the last minute. The owners figure out that they now have only 4 gallons per car. How many cars were in this parade originally. (Hint: guess and keep track of what you do until you see a pattern—use your steps to come up with an equation.)

Lesson Plan - 7

Student Assessment

Write two stories involving mathematics. Then express the stories using symbols and

equations.

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