Name: eff.

Fall 2012
Grade level:
Subject area:
Lesson content:

Lesson Plan Template

Salem State University
School of Education

I. Setting the Stage: What are your measureable objectives and assessment?

A. Curriculum Framework Standards: Which MA Curriculum Frameworks

address your topic content and objectives?
HSA-REI.C.6: Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.
HSA-REI.D.10: Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line).
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 Attend to precision.
CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning.

B. Generative Topic: What is the focal concept or skill of the lesson?

How can math be used to show two competing situations?
C. Measurable Objectives: What do you want students to know and be able to
do?
SWBAT recognize the solution to a system of equations as the intersection point of two lines.
SWBAT interpret solutions to linear equations in context.

D. End of Lesson Assessment: How are you going to assess students

understanding?
All student responses to Desmos Activity are available for review and saved to the cloud. In
addition, students will be given a short clicker assessment early in the following academic week to
assess their ability to recognize the intersection of two lines as the solution to a system of
equations.

II. Content of the Lesson

A. Content and Skills: What do you know about what you are planning to
teach?
The lesson focuses on using technology as a tool for representing and recognizing a situation that can be
modelled with a linear system. It follows up on prior work on graphing linear relationships and will lead
into the upcoming unit on systems of equations and inequalities.
B. Rationale: Why teach the lesson?
Linear models are seen frequently in both real life and standardized tests.

III. Knowledge of Students: Why does knowing your students matter?

The class is made up of tenth graders, aged 15-17, who initially came into the school testing below
grade level in math. 17 of the 21 students in this class are on active IEPs (additionally, one student
has a 504 and one is undergoing initial testing and was just placed into the class this week.)
Name:
Grade level:
Subject area:
Lesson Content:

There is a paraprofessional in the class.

IV. Preparation for the Procedures:

Materials: What materials, resources, and technology will you need?
Laptops and whiteboards for students.
Laptop, smart board, and projector for instructor.
Desmos Activity prepared in advance.

V. Sequence of Teaching-Procedures

A. Beginning of the Lesson: How will you immediately engage all of your
students in the content?
Students will arrive, log on to their individual laptops, and complete a warm-up problem while they
get load the proper webpage. (~5 min)
B. Middle of Lesson: What are your students doing (e.g., speaking, writing,
drawing, performing, documenting, observing) to explore the content?
Follow the link to the Stacking Cups Desmos Activity (a modified version of this plan)
View Act I video and respond with reasonable mathematical questions. A question will be
selected (pre-determined) and the class will submit estimates for the solution. (~5-10 min.)
Act 2 asks students what information/tools might be helpful in solving the problem. The
information and one possible tool will be discussed and provided. In addition, a multiple
choice check on learning is built in to the activity at this point. (~10-15 min.)
Students use the tools and information to solve the problem, then view the Act 3 reveal
video. (~5-10 min.)

C. Extension and Enrichment Activities during Class Time: How will you
extend the learning of students who finish tasks early?
One sequel problem attached at the end of the activity asks students to extend their use of the
tools they have learned to solve a related problem.

D. End of Lesson: How will you help all students process the experience?
After the Act 3 video, students will be asked to again use the graph modelling the stacking cups
situation in order to answer another question. In order to answer it, they will need to interpret the
intersection point of the two lines as the solution, and must interpret the variables in context. Five
minutes at the end of the lesson will be saved for this wrap-up discussion.

VI. Reflection after Teaching: What did you learn from teaching the lesson?

A. Looking at Student Performance

o To what extent did students meet measurable objectives and what is the evidence?
o What were some common student misconceptions?
o Based on student performance, what areas of instruction / topics / activities need revision or
elaboration?

B. Looking at Teaching
Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).
Name:
Grade level:
Subject area:
Lesson Content:

o Prompting questions include (you should answer most of these):

o What went well?
o What were the challenges?
o What did you learn (about yourself, students, and content) from doing the lesson?
o What would you do differently?

Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).