Viterbo University

Lesson Plan
Liana Dombrowski

December 18, 2015

Lesson Title Solving Multi-Step Equations with Variables Grade Level High School

Time Frame 3-72 minute class

Learner Profile and Contextual Factors: General Education Classroom with freshmen, sophomore, juniors, and seniors including
students with special needs in the areas of SLD, ADHA, Autism. School district has high support of its community and has ability to
finance co-taught Algebra 1 Classroom: 1 Special Education Teacher and 1 Mathematics General Education Teacher. The socioeconomic profile of the school district is a majority of middle class to upper middle class families with minimal from the lower class.
The percent of students classified as Special Education in this classroom is about 12%. The percentage of ESL students is 0%. The
classroom has one smartboard and several whiteboards and chalkboards on three of its walls for student use. Dry-erase markers and
mini-whiteboards are provided for each student as needed. The desks are paired up in a jigsaw fashion, but can move for individual
testing. Teaching will consist of lectures, think-pair-share, group discussion, hallway station work, individual quizzes with use of
notebook or partner quizzes without notebook use.

Curriculum Standards:
F.12.1 Analyze and generalize patterns of change (e.g., direct and inverse
variation) and numerical sequences, and then represent them with algebraic
expressions and equations
F.12.4 Model and solve a variety of mathematical and real-world problems
by using algebraic expressions, equations, and inequalities
B.8.7 In problem-solving situations, select and use appropriate
computational procedures with rational numbers such as calculating
mentally estimating
B.12.4 In problem-solving situations involving the application of different
number systems (natural, integers, rational*, real*) select and use
appropriate computational procedures properties (e.g., commutativity*,
associativity*, inverses*) modes of representation (e.g., rationals as
repeating decimals, indicated roots as fractional exponents)

Unit Goal/Central
Focus
TSW solve two-step
equations with
variables.

Unit Summative
Assessment:
Unit Test

Resources
Materials: smartboard,
whiteboards, chalkboards,
30 mini-whiteboards, 50 dry
erase markers, 30 student
desks
People: General Education
Mathematics Teacher and
Special Education Teacher

Prior Student Knowledge:

Students need to know how to solve a 1-step equation using addition, subtraction, multiplication and division. Understanding of
properties: commutative, associative, identity, & distributive. Students need to know how to balance an equation, properties of inverse
operations and how to apply all the integer rules to problem solving.
Lesson Objectives:

TSW to solve two-step equations with variables.

TSW apply inverse operations to isolate the
variables.
TSW check their work by substituting their answer
into their original problem

Academic Language:
Key Language demands
and functions
Students will use their
knowledge of inverse
operations to solve twostep equations with
variables.

Academic
Language
Constant
Inverse
Inverse operations
Properties of
equality
Opposite
Reciprocal
Additive inverse
Multiplicative

Formative Assessment:
Mini checks (3 problems) at the beginning of the 2nd day and 3rd day of class
while using homework assignments to assist in completing to assess their
progress and strengths. Specific corrective feedback will be given to each student
as graded. Partner quiz or solo quiz with notes to assess their progress and
strengths and weaknesses. During class discussions, students will give thumbs
up, thumbs down, and sideways for their understanding of problems to assess
what they know and what they need to know. Teacher observation during group
work and discussions to see level of student engagement and assess their
progress.

Practice
Evaluating
problems and
explaining their
solutions to their
partner.

Support
Scaffolding prior knowledge of operations during lectures.
While reviewing the warm-up problems, students will be
reminded of the inverse operations process and using their
answer to check their work. Explain the words inverse and
opposite are synonyms. Explain the words variable and
constant during instruction.

Time

8 minutes

12 minutes

25 minutes
15 minutes
12 minutes
8 minutes
4 minutes
10 minutes
20 minutes
30 minutes

12 minutes
60 minutes

Intro/Motivation/Anticipatory Set
Day 1
Warm-up: As a review students are to copy one-step operation problems
from the smartboard, after 5 min. have students share answers in group
discussion.
Group discussion/lecture on using inverse operations of addition and
subtraction to isolate the variable. During class discussions, students will
give thumbs up, thumbs down, and sideways for their understanding of
problems.
Cooperative Learning groups with worksheet
Group discussion about problems and answer any student questions as
needed /lecture.
Begin homework assignment from book.
Day2
Mini-checks (3 problems) at the beginning of the class, students can use
homework assignments to assist in completing. Student turn in.
Teacher discusses answers.
Teacher answers questions from homework assignment.
Station work in hallway. Partners work together to solve problems on the
walls in the hallway.
Partner quiz or solo quiz with notes to assess their progress.
Assign homework for book.
Day 3
Teacher answers questions from homework assignment from book.
Test
Instructional Procedures/Developmental Lesson/Universal Core: Textbased, interactive lecture, and individual practice will all be used as
instructional strategies in this lesson. Cooperative Learning: flexible
grouping that facilitate more explicit teaching and ensure that opportunities
for acceleration as well as remediation are achieved: all activities have
level 1, 2, and 3 concepts. Hallway stations: promote the use of materials
and resources that enhance and extend the lesson. Hallway stations: student

Differentiation for All / Multiple

Pathways/Alternative Teaching
Approaches
This will be a whole class instruction
with individual and cooperating group
opportunities during warm-up problems,
text-based homework assignments, active
movement board activities, and practice
problem worksheets during which
students will be offered more
individualized instruction when
requested.

centered activity that leads to high level of student engagement

Closure: Students will process the connection of how math operations can
cancel out using the inverse operations.
IEP Requirements
Extended time for assessments
Frequent checks for
understanding
Separate environment for tests
Monitoring of assignment
notebook
Study guide for content area tests
Preferential seating with
responsible peers and close to the
teacher during instruction
Clarification of verbal
instructions or directions
Breaks from noisy and
unstructured environments
Communication between regular
education teacher
IEP-at-a-glance

Up to 150% of the time given to

complete assessment
When multi-step directions are
given
For all quizzes and tests

Regular Education Setting

Duration of IEP

Regular Education Setting

Duration of IEP

Special Education Setting

Duration of IEP

5 minutes daily

Regular Education Setting

Duration of IEP

Given one week prior to the

assessment
All academic classes

Regular Education Setting

Duration of IEP

Regular Education Setting

Duration of IEP

After multi-step directions are

given
As requested by student, 5
minutes per session
10 minutes per month

Regular Education Setting

Duration of IEP

Regular Education Setting

Duration of IEP

Regular Education Setting

Duration of IEP

Each trimester/ when schedule

changes

Regular Education Setting

Duration of IEP

Rationale/Theoretical Reasoning/ Research:

Structured Cooperative Learning Groups: Multiple opportunities to practice new math skill. Peers may serve as both social skill models
and positive problem-solving models. In addition, cooperative learning promotes understanding while working with others who may

be different. Cooperative learning strategies in the classroom has proven to benefit student learning and increase interpersonal
relationships. (Slavin, Robert E. "Synthesis of Research of Cooperative Learning." ASCD Educational Leadership (1991):
71-82. Web. 17 Dec. 2015.

Management/Safety Issues:
Classroom Management: Students will refer to their clock number according to teachers instructions. There will be no limitations on
partner pairings because we will have two teachers in the classroom as resources and all students can be provide support for more than
their own group. Students be assigned a partner list (clock partners: according to the 12 hands of a clock) at the beginning of the
trimester.
Safety: Students will be monitored while in hallways during station rotation work time. Teacher will explain the importance of safety
when transitioning from one activity to another.
Analysis:
Qualitative data:
observations on homework, participation in discussions, thumb checks, observations during cooperative learning activities
Quantitative data:
assessment scores: quiz and test scores, mini check-ins
Reflection/Future Modifications:

To what extent did the class learn what you intended them to learn? Provide specific, evidence-based examples of
student learning? Students homework, mini checks, quizzes will serve as evidence of students learning.
What did you learn about your students as learners? Students who do homework are more successful in the classroom and
on assessments. Students prefer different and varying methods of instruction and respond to some more than others. Movement
is a good way to provide students a break from sitting and promotes increased participation.
What will be your next instructional steps? My next steps will be to continue to provide practice of new skill opportunities
within the classroom.
What have you learned about yourself as a teacher? I do provide students with multiple opportunities of learning
experiences. I will always be looking for ways of improvement through self-reflection and seeking out supports from
colleagues.