SMU

Lesson Plan Framework

Name:

Alex Ritter

Date Turned
In:

Subject/Grade:

Math Lab/7th Grade

Unit/Lesson
Topic/Essential
Question(s):

Unit Rates

9/22/15

Date
Taught:

Teachers Initials & Date:

Time Limit:

9/24/15

AR 9/22/15
46 Minutes

STATE STANDARDS

111.27. Grade 7, Adopted 2012.

(b) Knowledge and skills.
(1) Mathematical process standards. The student uses mathematical processes to
acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the
workplace;
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution;
(4) Proportionality. The student applies mathematical process standards to represent and
solve problems involving proportional relationships. The student is expected to:
(B) calculate unit rates from rates in mathematical and real-world problems;
(D) solve problems involving ratios, rates, and percents, including multi-step
problems involving percent increase and percent decrease, and financial literacy
problems;
74.4. English Language Proficiency Standards.
(c) Cross-curricular second language acquisition essential knowledge and skills.
(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of
speakers including teachers, peers, and electronic media to gain an increasing level of
comprehension of newly acquired language in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language
acquisition in listening. In order for the ELL to meet grade-level learning expectations
across the foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is
expected to:
(D) monitor understanding of spoken language during classroom instruction and

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Lesson Plan Framework
interactions and seek clarification as needed;
(I) demonstrate listening comprehension of increasingly complex spoken English
by following directions, retelling or summarizing spoken messages, responding to
questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs.
(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety
of modes for a variety of purposes with an awareness of different language registers
(formal/informal) using vocabulary with increasing fluency and accuracy in language arts
and all content areas. ELLs may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in speaking. In order for the ELL to
meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English language
proficiency. The student is expected to:
(D) speak using grade-level content area vocabulary in context to internalize
new English words and build academic language proficiency;
(E) share information in cooperative learning interactions;

OBJECTIVES
a) Content Objective:
We will calculate unit rates of various activities, apply rates, and compare rates amongst
classmates. I will complete the Whats Your Rate? activity with a partner and compare
my unit rates with classmates.
b) Language Objective:
Key Vocabulary (technical terms, concept words, other words)
Students will be able to define and use the term unit rate orally and in writing.
Language Functions (way students use language in the lesson. Describe, compare,
summarize.)
Students will be able to communicate verbally with peers utilizing academic language to
complete the Whats Your Rate? activity and compare with classmates.

ASSESSMENT
During instruction, use observations while circulating around the room during student
activity participation as formative assessment for correcting and addressing common
errors being made while recording, calculating, and comparing unit rates. Utilize activity
sheets turned in to assess student accuracy and ELL progress in utilizing vocabulary and
academic language.
Utilize entrance/exit tickets to evaluate student understanding of application of unit rates
to real world situations and ability to write and solve problems.

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Lesson Plan Framework

MATERIALS
Whats Your Rate? activity sheets, projector, timer, entry/exit ticket notecards, slide deck
for entry and exit prompts

PROCEDURES
1. Introduction (5 minutes): Entrance Card. Ask students to write a math word problem that
could be solved using unit rate on one side of a note card. Include their name on the note
card. The problem must be detailed enough that another person could read and solve it.
2. Activity (30 minutes): Whats Your Rate? Activity. Students will pair up (teacher assigned
partners) to complete the Whats Your Rate? Activity. After a brief explanation and
introduction with expectations, students will take turns completing and counting/recording
the three rate activities on the sheet (jumping jacks, saying the alphabet, and hopping on
one foot). The teacher will run a timer on the projector screen for one minute for each
activity with 30 seconds to one minute between each round for students to record and
discuss results with their partners. After the activities have all been completed, students
will calculate the answers to the remaining questions on the activity based on recorded
rates. During this time, teacher will circulate through the room assessing student success
in calculating answers and providing assistance or reinforcement where needed. During
the final few minutes, students will then be asked to arrange themselves in a human
number line from least to greatest rate for the different activities. Complete this number
line task for at least one of the recorded activities, or more as time allows. Ask questions
such as do you think this rate would stay constant over longer periods of time? and
how do you think your arrangement might change over longer periods of time?
3. Closure (10 minutes): Exit Card. Give students one minute to reread and revise their
entrance card word problems as necessary. Ask students to trade their entrance card with
a neighbor. Students will then attempt to solve their neighbors word problem from the
beginning of class on the back of the note card. This should take no more than 5 minutes.
For the final 5 minutes, students will check each others answers and discuss any errors
or misunderstandings. If there is time, students may take turns sharing their word
problems with the class.

Differentiation/Accommodations/Modifications

Utilize verbal instructions, written instructions, and modeling.

Incorporate kinesthetic learning to make unit rates physical and tangible.
Remind ELLs to utilize academic vocabulary and communicate verbally with peers,
providing reminders or reinforcements of academic vocabulary as necessary.
Pair students strategically for the Whats Your Rate? activity.
Provide extended time for activity completion to students with IEPs indicating a need for
additional time.

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Lesson Plan Framework
Appendix to Lesson Plan
I.
Teacher instructional Strategies/Materials and Rationale for these strategies.
Partner Activity: Utilizing collaborative, kinesthetic learning to create a tangible, real world
connection to unit rates and providing an outlet for energy and social inclination of the
students in this classroom. Utilize entrance and exit tickets to enable students to learn from
and teach one another, while also providing an opportunity for formative assessment.
II.
Organization of students.
Partners selected by the teacher for the activity to ensure productiveness and group higherlevel students with lower-level students to enable peer tutoring and student ownership of
learning.
Shoulder partner used for the entrance/exit card to provide a second perspective and
stimulate discussion.
III.
Management Strategies: Describe your strategies for the following (as applicable)
Securing attention
Distributing/collecting materials, supplies, or completed work: Utilize classroom
routine of instruction on the board upon entry to have students pick up materials, turn
in completed activity sheets to the corresponding periods tray, and collecting exit
tickets at the door.
Transitions: Utilize timers during the Whats Your Rate? activity and give time
warnings before transitions from activity to activity.
Movement: Provide explicit direction for movement before movement occurs.
Monitoring: Circulate the room to monitor learning and provide redirection or
encouragement as necessary.
Anticipating possible need for redirection: Circulating amongst students, engaging
each in work before redirection becomes necessary.
Special management considerations for students with special needs: Pair
students with special needs strategically to ensure success and enable additional
monitoring/redirection when needed.