SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE

(MODIFIED FOR 401)
Name

CWID

Jessica Gonzalez

897745139

Subject Area
Math

Grade
Levels
9

Time
90 Minutes

STANDARDS
CCSS Math,

CCSS.MATH.CONTENT.HSA.REI.A.1 Understand solving equations

as a process of reasoning and explain the reasoning.
CCSS.MATH.CONTENT.HSA.REI.B.3 Solve equations and inequalities
in one variable.
CCSS.MATH.CONTENT.HSA.REI.C.5 Solve systems of equations.
CCSS.MATH.CONTENT.HSA.REI.C.7 Solve a simple system
consisting of linear equation and a quadratic equation in two variables
algebraically and graphically.

Lesson Title
Solving linear equations and inequalities with two
variables

Standards for Mathematical Practices

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.
Lesson Objective(s)
I will be able to help students use two methods,
substitution method and elimination method to solve
for variables. Students will be able to solve variables
in inequalities and use change of signs for two
equations and find out the correct solutions.

INSTRUCTION
Instructional Strategies
Introduce topic with video opener and warm up to refresh the topic. I will be providing a PowerPoint for lecture.
Students will be able to take notes and follow along with lectures. After lecture, I will provide students with an
assignment to complete before class ends. While students work either individual or group, I will be walking
around the class observing those students who need help. It gives the students the opportunity to ask for help or
for me to point out the right path for students to answer the questions.
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Student Does
Will introduce the topic with a short 2 min video, and
Students will be watching the short video,
then class will start with a warm up that will take at
being able to visualize what their topic for
15 min
least 10min
todays lecture will be. Then they will start
on a warm-up that I will give them enough
time to complete before lecture starts.
Lesson Body
Time
Teacher Does
Student Does
I will be giving the class a lecture on a PowerPoint I
Students will be taking notes and
provide for the students to take notes, and do extra
complete examples given in class. After
1 hour
examples with the students to have hands on. After
lecture students will work in groups or
lecture is done, students will complete assignment
individual to complete an assignment I will
related to lecture.
assign.
Lesson Closure
Time
Teacher Does
Student Does
I will wrap up the assignment and have students
Students will be wrapping up their
participate or be called on to explain to the class
assignment and they could participate
how they arrived at their answer. We then will be
from their chairs or be called on to give
15 min
reflecting what we learned today, I will also provide
answers to questions and explain how they
students with homework given and let them know if
arrived at their answer. They will also be
they need any help to either ask their peers for help
able to reflect and review what they
or they could always come to me for questions.
learned today before class ends.
Instructional Materials, Equipment, and Multimedia
Notebook, pen/pencil, warm-up, internet on computer, projector or overhead for powerpoint presentation.
Assessments: Formal and Informal

Homework 1 with elimination method, homework 2 with substitution, group activity

Where will student struggle? How will you address their needs? What kind of differentiated
instruction will you provide?
Students may not be able to see which variable they should start with in order to solve for a variable. Students may assume the variable known as letters
think it stands for an object not a number. Students may tend to only use one equation and not the other equation to solve for both variables. Students may
forget to check their solutions is set for both equations, not just one (especially for inequalities). Students represent their work and not be able to explain
their reasoning for their solutions, or why one of them is not a solution for both equations. Students may use algebraic mistakes and don't check their work.