EDUC Lesson/Activity Plan Template Type your assignment on this template. The boxes will expand as you type.

Student Name: Date Title/Topic: Equations and Expressions Age or grade: 9th

Indiana Academic Standards (http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx) Write the correct number in the box next to the foundation designation ______ Reading MA.A1.2.2000____ Math ______ Science ______ Social Studies ______ Physical Ed. ______ Music ______ Visual Arts

Blooms Taxonomy __X____ Knowledge __X____ Comprehension ____X__ Application __X___ Analysis ___X__ Synthesis ____X__ Evaluation

Learning Styles/Domains __X___ Visual Spatial __X___ Bodily Kinesthetic __X___ Auditory Musical __X___ Interpersonal ______ Intrapersonal __X___ Verbal Linguistic __X___ Logical Mathematical ______ Naturalistic ______ Existential

Instructional Goal (outcome that students should be able to demonstrate upon completion of the learning experience, should be related to state standards or Indiana Foundations):

Upon completion, students should know how to solve an equation or formula with one variable and find solution sets of linear inequalities when possible numbers are given for the variable. Also know how to solve linear inequalities using properties of order.
Performance Objective (use an action verb in a description of a measurable outcome): 1. When given equations students should be able to solve them for a particular variable 9 out of 10 times. 2. When given a linear inequality students should be able to solve using the properties of order 9 out of 10 times. Materials & Aids (what you will need in order to teach this activity): 1. Book: Saxon Publishers, 2005, Stephen Hake 2. Pencil and paper. 3. Dry erase board, dry erase markers. 4. Different colored blocks Procedures: a. Focusing event (how you will begin the lesson and attract the childrens attention): Have an example on the board when the students arrive to class, ask anyone in the class if they could solve the equation using blocks. b. Student Participation (how you will get the students to participate and stay on task): When teaching students using alternative methods (i.e. blocks) most students are more willing to cooperate and sometimes they will even learn more. c. Teaching procedures (step-by-step directions for what and how you will teach): 1. Explain that we will be using the blocks to solve equations 2. Read the definition for an equation and then reword the definition so all can understand. 3. Show the students how to solve an equation with blocks. 4. Have the students work together to solve an equation with the blocks. 5. Show the students how to solve an inequality using the properties of order. 6. Have the students work together to solve inequalities using properties of order. d. Closure (how you will end the learning activity): A little before class is over have the students put away all materials that they used, and ask the students if they have questions and work on the areas they feel they are having problems. Also do extra work on the dry erase board to ensure all students have the skills needed to continue their work. Assessment a. Formative check (progress checks throughout the learning activity): Discuss equations Answer questions the students have Discuss block rules Listen to student questions and concerns b. Summative assessment (how you will measure outcomes to determine if the material has been learned): By walking around while the class is in groups and checking to make sure all are

understanding and participating. Also by grading their group work and homework. Adaptations for special needs (based on IFSP or IEP): ADHD- making sure every set of instructions have been broken down for the student, students with ADHD need to have everything simplified. Lesson Extensions For More Practice: The students will have problems out of their book that will be assigned as homework.

For More Challenge: For students that need more of a challenge I will assign them a work sheet that they can complete and hand in the following day.