Lauren Bowler

October 15, 2014

Lesson Plan

Category

Criterion
Name of Course/Class: Pre-Algebra

Background
(4 parts)

Grade Level: 8th grade

Technology/Resources/Materials: SmartBoard, Google Docs, Worksheet, Calculator, Pencils, Pneumonic Device (PEMDAS)
Accommodations/Modifications: Provide extra space for work, break down the lesson into smaller sections to make it easy to learn and
understand

Essential Questions: What are variables? Why are they important? How can we use them in the real world (bring up NoMath)?
Orient the leaner:
(4 sections)

Objectives:
Given equations such as (2x+4)=8-4x, students will be able to solve for x. In addition, they will be able to graph equations
(CreateAGraph) using the form y=mx+b (where m=slope, b= y intercept).
Standards: According to the NJ State Model Curriculum and the Common Core State Standards students should
Increase their knowledge of algebraic concepts
Make connections between proportional relationships, lines, and linear equations
Learn the skills that are necessary for high school mathematics
Interdisciplinary Standards:
Students are going to solve word problems (English)
Learn about historical mathematicians e.g. Isaac Newton, Pythagoras (History)
2
Use Einsteins equation E=mc (Physics) DoppelMe

Hook: Ask students to complete a DO NOW on StudyLadder that is a review from last class just to get them focused. Discuss the
answer and then use the DO NOW to transition into the lesson of the day.
Instructional Design:
(8 events)

Input/Modeling or Present Information: Sample equations using AplusMath flash cards will be put onto the smart board that students
will have on their worksheets. I will break down the first couple of equations step-by-step.
E.g./ While solving for x you must work backwards SADMEP (add and subtract first, multiply and divide next, exponents,
parenthesis last)
Once you figure out x you can plug that answer back in to check your work.
Ask the class if they have any questions. Go through questions. Instruct them to all try the next equation. After ample amount of
Input/Modeling or Present Information Continued: time, ask for a volunteer to come to the board and demonstrate how they solved the

equation. Again ask if anyone has any questions. Continue this until worksheet is complete. Using CreateAGraph, have the class use
the equations they just solved and graph them.
Check for Understanding/Provide Learner Guidance: Continually ask if the class has any questions. Reiterate how you reverse the
order of operations. Provide one-on-one assistance. Allow for extra time if need be for solving equations. Suggest coming after
school for extra practice.
Guided Practice with coaching /Elicit Performance: Suggest using Mathway a great algebra review site and help the student if need be.
Be their to answer the questions an guide them through the equation.
Independent Practice/Provide informative feedback: Assign homework that students will complete on their own. Collect in the
beginning of class and return to class with notations. Have them fix incorrect equations and return for full credit. They can also you
algebasics for at home use. Web 2.0 Guru is a great metasite organized by subject. Suggest going here for more independent practice.
Closure: Review the reverse order of operations with a game on FunBrain; explain how they should always check their answers. Ask
for any final questions before dismissing the class.
Assessment: Class will have unit quizzes on Google Docs. They should go to the website and complete the quiz. They will also have
chapter tests. Homework will be assigned after every class.
Enhance/Transfer: Again, at the beginning of each class there will be a DO NOW on StudyLadder. This will be a review from the
last class that will reinforce the learning and transfer into the next lesson.

Recommendation:

Student / Teacher Feedback: Ask the class if this is a good way of learning, and if they are learning effectively. Allow for their
feedback and any input with a poll on Quibblo