Secondary Lesson Plan Template

Name of class:
Length of class: 120 Min.
Algebra
LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning
goals will I address?):
In this lesson the students will be learning how to figure out compounding interest.
This activity addresses a math concept that is required by the Iowa Core as well as the
financial literacy aspect of it for students in high school.

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy):
Students will demonstrate knowledge of when to appropriately use the compounding
interest formula by creating a detailed, math oriented report, on what interest rate they
would use when shopping for a new car. They must justify why they chose a particular rate
and why it is best for their situation.

CONTENT (What specific concepts,

facts, or vocabulary words will I be
teaching in this lesson?):
Compounding interest formula
A=amount accumulated
P=principle
r=interest rate
n=compoundings per period
t=total time in years

SKILLS: (What skills will students acquire or

practice?)
Students will learn how to use the compounding
interest formula. They will also use previously
learned skills. These skills include but are not
limited to: solving functions with exponents, use
of logarithmic functions, basic algebra skills.

RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):

For this activity I will need students to have access to computers. They need to be able to
access the internet and a presentations method of their choosing such as Word or

PowerPoint. They need to be able to find cars of their choosing.

LEARNING PLAN (How will you organize student learning in this lesson?
ACTIVATE (How will I pre-assess my students understanding, activate their KWL, thumbs up, fistprior knowledge, or get them excited about my lesson?)
to-five, entrance
slip/ticket, questions
Students will be given a brief quiz at the beginning of this class to check to of the day, concept
make sure they know how to do the compounding interest formula when
formation, circle map,
they are simply given the variables.
video clip,
demonstration, quiz,
etc.
ACQUIRE & APPLY (What instructional strategies will I choose to help my
students acquire and apply the knowledge, skills, attitudes, and behaviors
outlined above?
Students will do a Raft activity to demonstrate their understanding of this
lesson.
Role- They are reporters for Consumer Reports
Audience- Potential Car Buyers
Format- Students will come up with a written report or presentation
showing the math they used and justification as to why they chose an
interest rate over at least 3 other interest rates.
Topic: Students will be using the compounding interest formula to
demonstrate the financing behind buying a new car.

ASSESSMENT (How will asses student understanding?):

The report and presentation will be the assessment. I will validate their
math. This is the most important aspect of the project. I will also base a
small portion of their grade on the justification of why they selected a
specific interest rate over other ones. They must also field questions from
the class on their project if there are any.

Lecture,
demonstration, guest
speaker, video,
concept formation,
discussion, debate,
simulations, skits,
project-based
learning, jigsaw
activity, cooperative
learning activity,
flexible grouping
(heterogeneous or
homogeneous),
learning centers,
independent study
Selected Response
(Test, quiz)
Products from
Performance
assessment (Skit, role
play, dramatization,
debate, cooperative
learning, project,
student-inquiry)
Written Response
(Short-constructed
response, journal
entry, bulleted
response, essay)
Personal
Communication
(Questions, Discussion
Interview)

LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How much time will
each part of the lesson take?)
1. Review of the compounding interest formula (5 min.)

2. Explanation of what a R.A.F.T. is and exactly what they will be doing.

Students will be going online and finding a specific car they would like to purchase.
They will then select at least 4 different interest rates. For each interest rate they
must find every variable. They will show all math behind the interest rates and
select a rate that is best for them. They must also provide justification for why they
chose a specific rate. (10 min.)

3. Students will be given the remainder of the period to work on their project (105
min.

4. The following day, students will present their report to the class.
5. Differentiation- For students who work slower, I will have some interest rates that
they can use so they do not have to spend time looking online for them. Students
who work faster will be given the opportunity to show that they understand the
relationship between all variables by demonstrating how the change in one effects
the entire equation.

CHECKLIST:
Did I hook my students by getting them excited about the topic?
Did I introduce my learning objectives to the students (even if I just posted them
in the room)?
Are my learning objectives aligned with my state standards?
Did I choose an instructional strategy/activity appropriate to the purpose(s) of
the lesson?
Did I organize my lesson clearly?
Did I account for any downtime and/or transitions?
Did I model or provide guided practice (if necessary)?
Did I scaffold student learning (if necessary)?
Did I assess my students learning (formative or summative)?
Did I successfully bring the lesson to a close within the allotted time?
Did I provide a bridge to the next lesson in my unit sequence?
Did I provide anchor/enrichment activities for students who complete the
lesson early (if necessary)?
Did I differentiate for my individual students needs?

Secondary Lesson Plan Template

Name of class: Algebra

Length of class: 50 minutes

LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning

goals will I address?):
Students should know how to solve polynomial equations using the quadratic formula.
The following are the two standards from the Iowa Core of Mathematics:

Perform arithmetic operations on polynomials

Understand the relationship between zeros and factors of polynomials

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy):
Students will demonstrate how to appropriately apply the quadratic formula given an
equation in the form Ax^2+Bx+C.

CONTENT (What specific concepts,

facts, or vocabulary words will I be
teaching in this lesson?):
Students will memorize what the
quadratic formula is by singing the
song together as a class.

SKILLS: (What skills will students acquire or

practice?)
By learning how to use the quadratic fomula,
students will gain the ability to solve equations
for x, when there is an x^2 in the problem.

RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):

Individual dry erase boards and markers for each student so they can participate in the
questioning and group aspect of the lesson.

LEARNING PLAN (How will you organize student learning in this lesson?
ACTIVATE (How will I pre-assess my students understanding, activate their KWL, thumbs up, fistprior knowledge, or get them excited about my lesson?)
to-five, entrance
slip/ticket, questions
To begin the lesson I will have students factor polynomial equations that of the day, concept
result in a solution such that x=a natural number. Then I will give them a formation, circle map,
polynomial that they can not solve by factoring.
video clip,
demonstration, quiz,
etc.

ACQUIRE & APPLY (What instructional strategies will I choose to help my

students acquire and apply the knowledge, skills, attitudes, and behaviors
outlined above?
My instructional strategies will first consist of demonstrating and lecturing
on how to perform the quadratic equation. Next, I will have students work
in groups and question them on simple polynomials that require the use of
the quadratic formula.

Lecture,
demonstration, guest
speaker, video,
concept formation,
discussion, debate,
simulations, skits,
project-based
learning, jigsaw
activity, cooperative
learning activity,
flexible grouping
(heterogeneous or
homogeneous),
learning centers,
independent study

ASSESSMENT (How will asses student understanding?):

Selected Response
(Test, quiz)
I will assess students by handing out white boards and markers and then Products from
ask them to solve polynomials that require the quadratic formula. I will
Performance
have them all hold up the answer when I tell them to. I will see who has
assessment (Skit, role
it correct and who does not. I will then ask one of the students who has it play, dramatization,
correctly to come up to the front and demonstrate how they came to
debate, cooperative
their answer.
learning, project,
student-inquiry)
Written Response
(Short-constructed
response, journal
entry, bulleted
response, essay)
Personal
Communication
(Questions, Discussion
Interview)

LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How much time will
each part of the lesson take?)
1. Introduction and refresher on polynomials. (5 min.)

2. Lecture, demonstrating how to use the quadratic formula. (10 min.)

3. Group work solving polynomials with the quadratic formula. (20 min.)

4. Questioning students and having them use the white board and then come up and
having students explain how they got the correct answer. (25 min.)

* My teaching style encourages students to ask questions if they do not understand

something. Thus, these times may not be exact but are approximate for introducing this
topic. Also, I try to assess as much as possible. This is why I have left so much time for my
assessment activity.

Secondary Lesson Plan Template

Name of class:
Length of class: 50 Min.
Pre-Algebra
LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning
goals will I address?):
Students will have a better understanding of measuring and how to find the area of a room
using the Pythagorean theorem.
Standards:
1.
2.

Explain a proof of the Pythagorean Theorem and its converse. (8.G.B.6)

Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in
real-world and mathematical problems in two and three dimensions. (8.G.B.7)

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy):
Students will demonstrate knowledge of when to appropriately use the Pythagorean
Theorem when given the Diagonal of a room and one side.

CONTENT (What specific concepts,

facts, or vocabulary words will I be
teaching in this lesson?):
Right Triangle- A triangle with one 90
degree angle.
Hypotenuse- The length of the side
opposite the right angle in a right

SKILLS: (What skills will students acquire or

practice?)
Students will recall their knowledge of measuring
skills to a very specific length. They will also gain
the ability to relate right triangles to rectangles, in
a variety of ways.

triangle.

RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):

For this activity I will provide students with tape measures and a variety of different rooms
to measure. They will then present their findings on a poster using illustrations. Students
will need a partner for this activity.
LEARNING PLAN (How will you organize student learning in this lesson?
ACTIVATE (How will I pre-assess my students understanding, activate their KWL, thumbs up, fistprior knowledge, or get them excited about my lesson?)
to-five, entrance
slip/ticket, questions
Students will be asked to fill out an entrance slip. The entrance slip will ask of the day, concept
students to write the Pythagorean theorem, the formula for finding the
formation, circle map,
area of a rectangle, and the formula for finding the area of a triangle.
video clip,
demonstration, quiz,
etc.
ACQUIRE & APPLY (What instructional strategies will I choose to help my
students acquire and apply the knowledge, skills, attitudes, and behaviors
outlined above?
This is a student directed activity in that students will be given a very
limited amount of information and then told to find an answer. This
activity is also experiential in that students will learn by doing. I will make
sure students know all of the appropriate information to complete the
lesson via the entrance slip. Students will then be told they are to measure
a room that I give to them; however they are only allowed to measure the
diagonal of the room and one side. On their own, they must then come up
with the area of the room to a specific inch. They will then present their
findings via a poster.

ASSESSMENT (How will asses student understanding?):

The assessment for this will be ongoing. I will have the answers they
should come up with. Before creating the poster I will tell the students if
they are correct or not. I will not tell them the specific answer though. I
will also assess their poster as to see if they followed directions and used
all formulas appropriately to find the area.

Lecture,
demonstration, guest
speaker, video,
concept formation,
discussion, debate,
simulations, skits,
project-based
learning, jigsaw
activity, cooperative
learning activity,
flexible grouping
(heterogeneous or
homogeneous),
learning centers,
independent study
Selected Response
(Test, quiz)
Products from
Performance
assessment (Skit, role
play, dramatization,
debate, cooperative
learning, project,
student-inquiry)
Written Response
(Short-constructed

response, journal
entry, bulleted
response, essay)
Personal
Communication
(Questions, Discussion
Interview)

LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How much time will
each part of the lesson take?)
6. Entrance slip and review of formulas. (5 min.)

7. Explanation of the project and what the parameters are. (5 min.)

8. Students will be given the remainder of the period to work on their project. (15
min.)

9. Presentations from each group. (35 min.) Each group must present their findings.
10. Differentiation- For students who struggle with the concept and making the needed
connections, I will pair them with students who do grasp the subject. For students
who are excelling, I will have problems for them so they can use the Pythagorean
theorem to find the area of obscurely shaped rooms and/or the volume of a room.