theskyisthelimit11.weebly.com€¦ · Web viewShow which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent

Running Head: MUTLI-STEP EQUATIONS LESSON PLAN

Multi-Step Equations Lesson Plan

Jessica Campbell

OTL502 – Learning Theories and Modules of Instruction

Colorado State University – Global Campus

Nella B. Anderson, PhD

March 1st, 2015


Stage 1 – Desired ResultsContent Standard(s): 8th grade Math

- CCSS Math. Content.8.EE.7 Solve linear equations in one variable.

- CCSS.Math.Content.8.EE.C.7.b (8.EE.7b Colorado CC Standards)Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

- CCSS.Math.Content.8.EE.C.7.a (8.EE.7a Colorado CC Standards) 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).

Unpacked Standard(s):

- Students will solve one-variable equations where the variable is on both sides of the equation.

- Students will be able to find and recognize the solution of an equation and its values of the variable that makes the equation true on both sides.

- Students will be able to prove their solution true to the equation by substituting their value back into the variable to see if it is true.

- Students will be able to identify if their solutions has one, infinite, or no solution.

- Students will be able to solve equations that are one, two, and multi step. They will be able to apply properties of combining like terms and distributive property to solve equations.

Essential Questions:

What are some similarities to solving all equations?

How can equations help us interpret real world problems?

What does the solution to a linear equation tell us about the problem?

Students will set their own personal goals by…. Students will set their own personal goals for the upcoming unit after they analyze their data from a pre-

assessment given. They will use a rubric to help them identify which area they need to prioritize first and set


their first goal from there. They will be held accountable by filling out a table on their goal worksheet to help them with their action items. Please see attached Unit 4 Goal Worksheet.

Progress on students' personalized goals will be monitored by After the Do Now students will talk with their partner and tell them one thing that want to work on in class, it

can a behavior focus, academic focus, remaining positive, persevering on challenging problems, etc. One thing that they want to work on in class. I will go around and listen to their focus for the day and have some students share out what their partner said they want to focus on. By having the students share out to the class we can have the classmates also hold students accountable by reminding them in a positive way. (This is something we have been working on in class as to how to positively remind someone of their goal and how to help re-focus them.)

As for their academic goal, students have a worksheet that they completed with their academic goal on there and every week I have been assigning them a certain amount of action items that they must complete that works towards their goal. (For example, if a student’s goal is to master one and two step equations, the first thing that they have been working on is mastering adding and subtracting with integers. I give them options to either practice that skill on-line through FrontRow, Khan Academy, or by practicing that skill by the worksheet I print out. I then give them the key the next day so they can monitor and make corrections themselves. Once they master that we will work on multiplying and dividing with integers, then move on to inverse operations.) On their goal worksheet they have a table that they fill out that has the date the practiced, what they practiced and their results. This is a way for them to visually see what they need to do to master their goal.

One last thing that I have been having students do is to self asses them on their preparedness in class as well as their work ethic/attitude. I gave them all a rubric and they grade themselves at the end of the class on a scale of 1 – 4.Then at the end of the week they write in a few things they felt successful on and one thing they want to improve on for next week. My hope with this is that they can begin to see that their efforts in class will equal success.

Classroom Rules1. Be prepared for class.2. Treat all members in the class and the environment with respect.3. Follow directions.4. Listen actively.5. Have fun while learning math!

Classroom Procedures:Please see the image below for my classroom procedures…. Look for the highlighted procedures that we will primarily focus on in the lesson.

Stage 2 – Assessment Evidence Directly Aligned to Content Standard


Pre-Assessment, including analysis of the pre-assessment results.

Students were given a pre-assessment over the above benchmarks. As a whole class the students were unable to solve 2 step equations, they were able to solve simple one step equations. When it came to the rules and knowing inverse operations, they were unable to preform the standards because they lacked the basic foundation mathematically.

Please see attached pre-assessment and post assessment

Performance Task(s) or Assignment Description(s):The assignment was to take a pre-test on the standards listed above. From there student filled out a goal worksheet that had them review their test and the rubric. From there they wrote their own learning goal. Their learning goal was not mastery based. The then used the rubric to write the objectives that they need to master in order to accomplish their goal. From there they wrote down a few things that they plan to do to achieve their goal (the action steps), lastly as we continue they will track their action steps in a table and record what they did, the date, and their results (Please see the attached unit 4 Math Goal Worksheet).

Rubric:The rubric was based off the above standards to help determine where students stand on the standards. It was written to see where the students could prioritize their learning goal. Students are required to fill out an Unit 4 worksheet that was based specifically off of the rubric. The rubric is broken into 4 parts: 1. One and Two Step Equations, 2. Translating Mathematical Equations, 3. Multi-Step Equations, and 4. One, no, and infinite solutions. These were determined from the objectives and the most essential skills that students will need to be able to do. The students were to then find the part on the rubric that they needed to focus on first. If students were novice on all aspects of the rubric I reminded them that they should focus first on solving one and two step equations first because if they do not have those fundamental skills down they will not be able to solve multi-step equations or translate equations (Please see the attached rubric).

Self or Peer Assessments

- They self-asses themselves with a daily rubric based on preparedness and work ethic/attitude.

- The activity also lends itself to have the students’ self-asses their progress on their mastery of the goal by looking at the problem when they complete it and see if they made any mistakes, they then will have to fix their mistake and write down what they did.

Formative Assessments, Summative Assessments, etc.

Formative Assessment:- Students were given a pre-assessment test that tested the student’s knowledge on the above standards. It assessed their ability to add, subtract, multiply, and divide with integers, one and two step equations, multi- step equations with distributive property and combining like terms, and determining the solution to a given equation.(Please see the attached formative pre and post assessment)


Stage 3 – Learning Plan – Directly Aligned to Content Standard AND AssessmentsLearning Activities:

-Students will be given a warm up (Their Do Now) based on their pre-assessment standards. They will have the opportunity to see if they have been growing towards their math goals that they set using their rubric. (Connection, to see if their progress on their learning goal) (7 - 10 mins)-Students will be able to assess their progress by looking back at the rubric and identifying where they are, they will continue to fill out their goal worksheet and the action portion of that worksheet so they can monitor their progress in meeting their leaning goal. I will have them fill out a few questions as to where they are in meeting that goal, what things do they need. I will walk around the room and quickly “check-in” with my students. (7 mins)-Before continuing with the lesson portion I will post the essential questions (Curiosity) on the board for the students and have them in their table groups answer them and share with the whole class. I will tell them that we will revisit these questions at the end of class. (2 mins)-Students will begin to take notes after the Do Now and self-assessment. They will take notes in their normal matter (Cornell notes). (15 mins for the entire ppt with group work in all)-Throughout the PowerPoint I will post some questions in which they will have the opportunity to do a think-pair-share. (Concentration, the ability to try and solve the problems with the help of their peers in a safe environment) (In my ppts, I usually make them related to pop-media, it incorporates my sense of humor)- In my PowerPoint I will show the steps and have them take notes on the rules. Then I will begin to gradually release into having my students working together in their groups with whiteboards and solving some problems together. They will work together as a table and go solve the problem as a table. (When we work in table groups like this each person has a job, I will have the students quickly number off so they know their job. Number 1 writes the problem down and thinks aloud all of the steps that they need to do to solve the problem. Number 2, solves the problem on their own until they get stuck and then they get the coaching they need from their tablemates. Number 3, looks for any mistakes and make corrections, but must get the opinions of their tablemates first. Then after that process they will put their whiteboard down and wait until it is time to show their board. ) We will go over the answers whole class and identify the common mistakes that can easily be made. Reinforce the importance of going back and checking their work. (Coherence, allowing students to make the connections, see the commonalities, common mistakes, etc)-Expectations of work time will be told verbally, I will have students repeat back to me the expectations. (2 mins)-During independent practice (Independent practice will be 25– 30 mins) I will have students move around the room and solve a variety of problems. There will be different colored notecards that will represent different levels of difficulty. If they are still not confident about the concept they will start with the lower level questions and work their way towards the more challenging problems. As they are working on the problems, there will the key (folded over so they cannot see it) next to the problem and they will have to find their mistake if any. If they made a mistake they will have to correct it and write in a few sentences what their mistake was and why they made it. Throughout this I will be circulating around the classroom and assisting students.(Coaching, I will be guiding the student, asking them questions to guide their thinking) (I will continue to hold them accountable to our classroom Stuck Rules, which is if they are stuck they are to follow these steps before they ask me help, 1. Check their notes, 2. Ask a partner, 3. Ask the teacher.) Students will mostly interact with each other to get help if they are stuck, I will interact mostly to help them if they need it but help them understand their mistakes by asking questions (Context and Concentration, allowing students to practice this skill individually while also giving them time they may need to continue to process the information at their specific level and time.)-Every 10 minuets throughout the independent practice I will ask student a fist to five how they are doing with solving the problems.-To close the lesson I will revisit the essential questions and have them answer the questions in their math journal as well as have them sum up what they learned for the day. (Connection and Curiosity) (7-10 mins)

Stage 4 Feedback Strategies, including TimelinessStudents will get feedback right away on their academic work in this lesson. The independent part of this lesson lends itself to having the students analyze themselves what their mistakes were. (The activity is where the


students will go to an appropriate level notecard where they will solve that problem, then before they can move on to the next problem they will check their answer and steps with a paper in in envelope on the wall and see if they made any mistakes, if they did they will need to correct theirs and then write down what their mistake was.) This feedback is real-time and allows for students to see and understand their mistakes, not me just telling them what it was that they did incorrectly.

I will also walk around the room and monitor students and their progress, I will be asking them guiding questions as they are working on the independent activity.Students will also get feedback while working on the guided practice with the tablemates. This feedback will be whole class, in which we will discuss the common mistakes that we as students can make and how to avoid those mistakes by checking our work. This will also be instant feedback.

At the end of the lesson the students will go back to the essential questions and answer them on a separate piece of paper and sum up what they learned in their math journal.

Classroom Procedures:

PROCEDURE SPECIFIC STEPS

Absent Student ‘catch-up’ There is a folder in the back for each class if they are missing work. They are to go to the folder. Students that were absent will use this to catch up on what they missed. Students can make up missed Exit Slips only when absences are excused – not allowed for skipping students

Bathroom breaks You can use bathrooms before and after class or during lunch. You may use your planner but never during instructional time unless an emergency! Must sign out on the paper by the door before leaving the room.

Cleanliness Under no circumstances should any paper be found lying on the floor or thrown around the room. Our classroom is an incredible space and we must keep it neat. If you want to throw out a sheet of paper hold it until the end of the class and then place it in the RECYCLING BIN as you leave the class. DO NOT get up in the middle of class to throw away your paper without permission.

Computer Usage Computers may only be used when I have given you permission to do so. You are welcome to come in before or after school and use computers for final projects and research, but first make arrangements with me.

Dismissal The Bell DOES NOT dismiss you. Wait until I have given you permission to leave before getting out of your seat.The room must be clean of paper, books and calculators put away, desks straightened before I will dismiss you. I will DISMISS YOU BY YOUR TABLE!

Stuck If you get stuck you must follow these steps:1. Look at your notes2. Ask a classmate3. Ask the teacher.The teacher is your last resource.

Do Now Every day there will be Do Now on the board. As you enter the classroom, pick up your Do Now notebook from the bin and start copying and answering the questions. WHILE you are doing your DO NOW you will write down your homework for the day in your planner!

Electronic Devices Under no circumstances should I see any electronic devices. Any usage of cell phones, portable music players, games, etc. is strictly prohibited. I will confiscate any device I see during class, being returned at the end of the day. Repeat offenders will have to get parents to come to school to receive their devices back.


Entering Class When you enter the room, you are to move directly to your seat. Make sure your pencils are sharpened and you have grabbed your Do Now notebooks. YOU are to enter silently and begin your Do Now.

Gaining Attention When I need for you to stop talking and come back to your attention positions, I will raise my hand and count down 5-4-3-2-1. Those that fail to still follow the rules will be facing some negative consequences.

Homework submittal/return Homework assignments will always be written on the board, and they should be copied into your Agenda immediately after completing the Do Now. Homework should always be done, because if you fail to practice the skills we learn in class, you may fail to succeed in them. Homework will be collected the next class after it was assigned. I do not accept late homework. If you had a specific problem, speak to me individually!Turn in homework as you enter the classroom! I will NOT be accepting homework during the middle of class!

Notes Your daily class notes will follow a specific format.Top right hand corner – write the date.First line – aim of lesson or topic headingWrite Vocabulary words, Formulas and Procedures, Examples We will be taking Cornell notes in class

Parent Communication I will be in contact with your family throughout the year by letters, phone calls and parent-teacher conferences. Your family is a resource to helping you succeed, and I look forward to getting as many members of your family involved in the learning process that takes place in our class!

Quizzes You can expect to be quizzed almost daily– sometimes with prior notice. I love Pop Quizzes to test you on what we are learning – so make sure you are doing the homework and understanding what we are doing in class.

Recycling We will have a recycling box in the classroom. It is very important that we conserve paper and place in the recycling box as opposed to the garbage. All notebook papers, computer papers, handouts, and newspapers can be recycled. Please being to adopt this habit and help protect our environment!

Respecting the Speaker I am your teacher and I deserve respect when I talk. Therefore, when I am speaking, there is to be no one else talking in the classroom. In the same regard, if another student is speaking to the class, or if we have a visitor, no one else should be talking. It is disrespectful and causes disruptions.

Seating A seating chart will be arranged in the beginning of the year and is subject to change according to the behavior that I see.

Sharpening Pencils You can sharpen your pencil at the beginning of class. If you need to sharpen your pencil during the lesson, raise your hand and wait until I give you permission.

Group Work/Partner work You are to contribute when working with a group or partner. You are expected to all put in an equal amount of work. When working in this setting you are to use math talk, no other talk is allowed. You are to be respectful when you disagree; you are to be respectful when you have a question. You are expected to give each other feedback and praise when your group/partner overcome a challenge. Follow the rules for getting STUCK.

Supplies You will not be able to fully succeed if you do not come to class with the supplies. Make sure you have all the necessarily materials everyday. Pencil, notebook, planner, homework, etc.

Individual work When working individually you are to work by yourself quietly. If you need help you are to follow the rules for getting stuck. You are to be working on the assignment the entire time. You are to remain positive and preserve on challenging problems.

Rubric for pre and post assessment:



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Post Assessment Data:

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* Please note that the lesson plan focused mostly on the first two standards, we did specially begin to translate algebraic expressions yet. We are in the process of currently being able to translate expressions so when we get to solve systems of equations we my students will be able to write equations given a situation.

Pre Assessment Data:


References:

Common Core State Standards Initiative. (2012). Mathematics Standards. Retrieved

from http://www.corestandards.org/Math/Content/5/MD.

Goodwin, B & Ross, E. (2013). The Twelve Touchstones of Good Teaching. Alexandria, VA:

ASCD.

http://www.corestandards.org/Math/Content/5/MD

Documents

theskyisthelimit11.weebly.com€¦ · Web viewShow which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent