Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model

Name: Mr. C. Patterson & Ms. Snider Date: March 28, 2018

PART I: PLANNING
Title of Lesson Solving One-Step Equations (with fractions)

Source

Subject Area (s) Mathematics

Grade Level 6th

6.EEI.7 – Write and solve one step linear equations for real-world and mathematical
Curriculum Standards situations.
Prior to solving one-step equations, students will have explored the relationships of
operations. The students will need to know how to add, subtract, multiply and divide
Description and all non-negative integers.
Background The content in this lesson will help students develop strong problem-solving skills.
Information By teaching this lesson, students will gain the skills to solve problems in their
everyday life and future educational careers.

TLWBAT:
Lesson Objectives  Use a standard algorithm to add, subtract, multiply and divide fractions.
 Solve a one-step equation algebraically.
 Justify the steps they took to solve a one-step equation.

Students who have an IEP or 504 will receive additional clarifications and
accommodations, such as receiving extra time to complete assignments and
assessments. They will also receive additional assistance, oral test administrations,
Varying Objectives for as needed, as well as small group administration.
Individuals Needs
 Working with partners.
 Assigned roles and responsibilities.
The purpose of this lesson is to give students more practice solving one-step
Statement of Purpose equations, with fractions. Through this lesson, students will understand that the
steps remain the same, it is just that the numbers are different.
Teacher:
 StarBoard
 Whiteboard
 Dry Erase Markers
 Microsoft PowerPoint
Materials and Students:
Resources  Pencils
 Paper
 Notebooks/Journals
 Individual Whiteboard
 Dry Erase Markers
 iPad

The teacher will discuss the importance of roles and responsibilities, especially
Anticipatory Set while working in groups.
Part II: IMPLEMENTATION

Students have experience working with one-step equations, however, not with
Pre-assessment fractions. Students were given a one-step equation with a fraction during the Daily
Do Now as a means of seeing who is prepared to solve it and to see who struggles.

Using a PowerPoint, the teacher will model how to write and solve one-step equation
with fractions.

Teacher Modeling or Students will take notes and answer random questions that assess student
understanding during direct instruction.
Demonstration
The teacher will model all four operations with fractions (Examples will be present
on the presentation and the teacher will randomly come up with examples to display
on the board).
Teacher and students will work together to write and solve one-step equations
Guided Practice involving fractions (one for each operation).

Checking for  What is the first step to solving a one-step equation?

Understanding  What is the inverse of addition? (subtraction, multiplication, or division?)

Students will work in groups to write and solve one-step equations with fractions.

Each student will have a specific role and responsibility within the group to reach
the objective. Groups will be allotted a certain amount of time to work together to
solve one-step equations including fractions.
Independent Practice
Roles include:
- Time Keeper
- Score Keeper
- Leader
- Checker
Review key vocabulary: equivalent, equation, commutative property, associative
property, distributive, common denominator, and least common multiple.
Closure
Exit slip will be used depending on where the class ends for the day. Students must
complete the slip as a means of exiting the class.
Assessment The teacher will measure and assess student understanding through questioning
(attach to lesson plan) and observations.

Extension Activities
The teacher will interact with the StarBoard throughout the Daily Starter and lesson.
Technology
Students will only use their iPads to keep record of time.

Connection Across the

Curriculum
PART III: REFLECTION

My primary strength during this lesson was the assignment of roles during the
independent practice. Using this strategy not only helped with comprehension of
content, but also gave my students a sense of responsibility and aided with
Strengths classroom management. Although it got a little loud a few times, managing the class
was easier because students were actually engaged and enjoying the lesson. Also, I
am more comfortable with the content of this lesson; therefore, I did not experience
many issues delivering the material.
Timing and pacing remain to be my biggest weaknesses. In math, this is my
weakness, because I get lost in time attempting to assist one or two students and
Weaknesses forget about the needs of the whole. At this point, Ms. Snider would normally step in
to direct students as to what to do next in order to keep the lesson flowing.
A suggestion for improvement would be to offer whole-group assistance when one
Suggestions for or two students come to me with similar problems. This would cut back on time
Improvement spent individually, and allow me to keep control of the students.

Revised
6-2013

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