Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Unit: MSTEP Practice Lesson Title: Monthly MSTEP Practice Grade/Period: 7A &7B

CCSS or State Standards:

7.EE.3, 7.EE.4
7.EE Solve real-life and
mathematical problems using
numerical and
algebraic expressions and
equations.

7.EE.3 Solve multi-step real-life

and mathematical problems posed
with positive and negative rational
numbers in any form (whole
numbers, fractions, and decimals),
using tools strategically. Apply
properties of operations to
calculate with numbers in any
form;convert between forms as
appropriate; and assess the
reasonableness of answers using
mental computation and
estimation strategies.

7.EE.4 Use variables to represent

quantities in a real-world or
mathematical problem, and
construct simple equations and
inequalities to solve problems by
reasoning about the quantities.

Resources and Materials:

(can be attached)
MSTEP paper practice problems
Objective: I can: determine pertinent information from real world math
What students will know and be able to do
stated in student friendly language (use
problems, solve mathematical problems(two step linear
 Baker College Teacher Prep Lesson Plan Form
Blooms and DOK levels for higher level
thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
equations) posed with positive and negative
rational numbers in any form, apply properties of operations to
calculate two step problems with numbers in any form, fluently
solves multistep real world problems
posed with positive and negative rational
Numbers, apply properties of operations to calculate multi
step problems with numbers in any form, and assess and justify
the reasonableness of answers using mental computation and
estimation strategies.
How do you determine what information is important in a world
problem?
How do you translate real world problems to algebraic expressions?
What information and strategies would you use to solve a multi-step
word problem?
How do I know where to begin when solving a problem?
Do Now: Answer the following story problems. Ensure you are
highlighting the important information from the story problems.
A moving company is hired to take 578 clay pots to a florist shop.
The florist will pay the moving company a $200 fee, plus $1 for
every pot that is delivered safely. The moving company must pay
the florist $4 each for any pots that are lost or broken. If two pots are
lost, four pots are broken, and the rest are delivered safely, how
much should the moving company be paid?
The school band is going to a competition. Five members play the
flute. There are three times as many members who play the trumpet.
There are eight fewer trombone players than trumpeters, and eleven
more drummers than trombone players. There are twice as many
members that play the clarinet as members that play the flute. There
are four fewer tuba players than there are trombone players, but
three more members play the French horn than play the trombone.
The band director, his assistant, and six parent volunteers are also
going. How many seats are needed on the bus?
All students are expected to participate in the Daily Do Now. This
school has a no opt out policy, meaning students are not allowed to
refuse to participate in classroom activities.
0:00 Students are invited into the classroom, subject notebooks and
collect their folders out of the bin in the classroom.
0:01 Students will find their assigned seats.
0:02 Time allotted for Good News and student pledge.
0:10 Students will complete Daily Do Now.
- Listed above.
0:15 Solve the story problems step by step on the board. Begin by
reviewing some basic steps for solving story problems.
- Determine the pertinent information. Cross out what you do
not need to know.
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
- Define the unknown variable(s).
- Translate the problem into an equation.
- Plug in the known variables.
- Solve the equation.
0:20 Allow students to ask any questions from the previous night's
homework assignment.
0:25 Hand out this month's MSTEP practice packet. (16 Questions)
0:25 Students will work independently through all 16 questions in
the packet.
- Students must indicate the pertinent information
(highlighting, underlining, circling, etc.) and cross out any
unnecessary information.
- Students must show ALL work.
- Define the unknown variable(s).
- Translate the problem into an equation.
- Indicate any other strategy used to solve the story problem.
0:25 As students are working I will walk around the classroom and
formatively assess how they are doing with the material. This will
allow students to ask questions as they are working on the
assignment. Determine groups (highs, mediums, lows) Allow highs
to continue to work independently through the MSTEP practice
packet and mentor lows when they are finished, assign mediums to
continue to work independently through the MSTEP practice packet,
lows will be assigned a mentor student who is part of the high group,
they can share the different strategies, and methods for solving these
problems.
0:55 Regroup the class. Using the document camera we will go
through each problem in the MSTEP packet. Go through each
problem step by step:
- What is the pertinent information in this question?
Highlight the pertinent information, cross out any
information that is unnecessary.
- What are we asked to find/ unknown variable?
- What equation will we use to solve this problem?
- Solve the story problem.
- Check our answer.
Allow students to ask any clarifying questions.
0:75 Allow students to as any remaining questions.
0:78 Students will pack up, push their chairs in and begin lining up
at the door in line order.
0:80 Class dismissal.
Whole group instruction, independent study, formative assessment,
targeted interventions based on student learning levels, identified
possible at-risk population for further interventions.
Formative: see lesson 0:25
Summative: Students will be taking the MSTEP in just a few
short months.
 Baker College Teacher Prep Lesson Plan Form

Differentiation: Highs to continue to work independently through the MSTEP

Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
practice packet and mentor lows when they are finished.
Mediums to continue to work independently through the MSTEP
practice packet.
Lows will be assigned a mentor student who is part of the high
group; they can share the different strategies, and methods for
solving these problems.

Summary, Integration and Regrouping the class after independent practice.

Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
The MSTEP practice is review of mathematics skills students have learned. The questions on the MSTEP tend
to be more difficult for students. Story problems require critical thinking to determine the pertinent information
in story problems, and then translate the story problem into an equation. Students have solved story problems in
the past and are capable of this type of critical thinking.

Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
In the beginning of every class I set aside time for students to share good news. Once good news is
complete, students will move on to their Do Now.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them?
MSTEP is a source of frustration for many students. Many students also suffer from test anxiety. For that
reason every month we complete MSTEP practice, sometimes on the computer and other times with
paper and pencil such as this month.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
Allow plenty of time for questions, both new and older material. Students will complete assignment
independently and as a whole class we will go through the assignment step by step prior to dismissal.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned.
Complete the MSTEP practice packets independently. Review and correct as a class prior to dismissal.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson
 Baker College Teacher Prep Lesson Plan Form

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future?
I may want to introduce the idea of finding pertinent information into all lessons. This is especially
helpful when talking about dealing with story problems, however, has many uses in all math problems.

For use in all Baker EDU courses: 4/13/16 per Dr. Schram