Amber Harris

Specialized Methods
Ottawa University
Due: Sunday 17th

Introduction
We will begin the class period by completing the bell work the will be a question from
the previous class period. They will get about five minutes to complete the bell work on their
own, and we will then go over it together to make sure everyone understands what steps needed
to be taken and what the correct answer is. Next, I will ask if there are any questions about the
homework from the previous night before they turn it in for a grade. I will then let them know
what we are going to be doing for the day and what the layout of the class period is and what my
expectations are.
I will then tell them what we will be covering in our lesson today and what I want them
to get out of it. By the end of the class period I would like them to understand how to apply what
they know already to solve linear expressions for a variable. They will be using addition,
subtraction, multiplication, and division. I will explain to them that this is important to
understand because when it comes to real-world examples the variables in the expressions will
stand for things that they are wanting to figure out. I will also inform them that if they have any
questions as we go through the lesson to not be afraid to ask because more times than not
somebody else has the same question as you do. Once the lesson is completed we will then do a
couple of examples that the students will work through themselves and then we will go over it
after they are finished. Once that is completed, we will then do a real-life example and then
begin working on their homework for the night. This will give them an opportunity to ask
whatever questions they need to when they begin.

Madeline Hunter lesson plan format

Class: 7th Grade Math Class

Unit: 3
Instructor: Mrs. Bones
Objectives
Students should be able to apply what they know such as; addition, subtraction, multiplication,
and division, to linear expressions that have rational coefficients. They will do this to solve for
the variable within the expression. Students will also use variables to represent things in realworld problems, and they will be solving these problems in one or two steps.
Standards
CCSS.MATH.CONTENT.7.EE.A. Use properties of operations to generate equivalent
expressions.
1. Apply properties of operations as strategies to add, subtract, factor, and expand linear
expressions with rational coefficients. (Common Core State Standards Initiative).
2. Understand that rewriting an expression in different forms in a problem context can shed
light on the problem and how the quantities in it are related. For example,

a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05.

(Common Core State Standards Initiative).
Anticipatory Set
I will start by putting the agenda for what we will be doing for the day on the board. When
students are able to see what will be discussed and that they will have homework that day, they
are able to see what is expected of them for that day. Also, if students know that they will be
given time at the end of the class period to work on their homework they know that they will
have time to ask questions if need be. Lastly, I would like the students to know that if the lesson
goes smoothly we can do a real-life example with people in the classroom. Using the example
above, we can have students in the classroom = 0.05 and teachers in the classroom = a, if we
have one teacher(a) + one student(0.05)one teacher(a) = 21 students(1.05)one teacher(a) and we
subtract one student(0.05)one teacher(a) from the both sides of the equation we are left with one
teacher(a) = 20 students(1)one teacher(a). I would then have them figure out what 20 students
equals, which is 1, and they would then realize that one teacher = one teacher. By doing a reallife example it will at least give them the opportunity to see something being done that is not on
paper.
Teaching: Input
The information provided for this lesson will be given through a lecture and guided notes. I will
be writing notes on the board and providing them with examples that will help them to
understand the material being presented and will also help them when it is time to do their
homework. I will be using multiple colors so they are able to see each step I take very clearly.
Every step I take I will use a different color so nothing runs together and everything is very
distinct. Lastly, if I am able to find pictures and graphics that will go along with the lesson I will
do so because some students learn better when they see visuals.
Teaching: Modeling
I will have them participate in the real-life example to give them an opportunity to do
something that is not on paper and this will allow them to see what we are doing. That is how
we will summarize the lesson, not only does it explain what is going on and gives them and
opportunity to see it, but it also gives them a chance to take a mental break from the lesson that
we are doing before they start their homework. I will also explain how this can lead to aiding
them in real-world problems later on in life.
Teaching: Checking for Understanding
Throughout the lesson I will be asking students questions to check for their understanding before
I continue. I will ask a lot of questions that have to do with nonverbal answers because this will
give the students who do not talk much in class, and are too embarrassed to answer questions the
opportunity to participate in what we are doing. After the guided notes are given, the examples
that the students will be doing and then telling me how to do them will also give me an
opportunity to check for the students understanding of the content. If I see that the students
understand what is going on, I will move onto our real-life example and then continue onto
their homework. But if it is clear that the students are not understanding what is being talked
about we will continue going over examples and discussing things until I am confident that they
understand what is going on. If this means that we have to skip the real-life example and not
have time for the homework, then that is fine, it is more important to make sure that they
understand what is going on before we continue.

Guided Practice
Once we have completed the guided notes completely and have done a couple of examples
together, I will then give them a problem to do on their own as I walk around the classroom and
answer questions that individuals have that they may not want to ask aloud. This also gives me
the opportunity to see how well each student is moving along and grasping the information that
is being talked about.
Closure
I will ask if they have any questions and if nobody has any questions I will then tell them that we
will conclude the lesson by doing a couple of examples together, as in they do it themselves, and
then they will tell me how to do them, then we will follow that up with a real-life example. I
like concluding the lesson with examples that I put on the board and I walk around the classroom
as they do these examples and I am able to see how things are going and help them individually
if need be. After that is finished, following that up with a real-life example, even if it is kind
of silly, gives the students a mental break and gives them an opportunity to see what we are
doing in person and not on paper, some students really benefit from seeing things being done,
rather than just being told all of the time. Lastly, we will end the class with beginning their
homework for the night. This gives the students the opportunity to ask questions as they work,
and also gives me the opportunity to see the students working and how they are doing with it.
Independent Practice
I will suggest to the students that it will be very helpful if they read the section in the book
themselves, because if they are confused about anything the section in the book could help clear
it up. The section in the textbook will also provide other examples for them to look at that could
benefit them as well. They will have homework after the lesson is given, multiple problems over
what they learned that day to help them master what we talked about. The next day, they will
have bell work over what we did the previous class and once that is completed we will go over it
together before starting something new. This gives me an opportunity to get feedback and see
how well they understood something even after completing their homework.
Materials
Paper
Pencil
Eraser
Textbook
Duration
The amount of time needed to complete the lesson will be 25 minutes. Then depending on how
well the class does we will spend about 5-10 minutes doing our real-life example. Finally,
they will have the remaining class period to start their homework and ask questions.

Sources
Expressions and Equations. (2016). Retrieved from
http://www.corestandards.org/Math/Content/7/EE/#CCSS.Math.Content.7.EE.A.1