GCU College of Education

LESSON PLAN TEMPLATE

03/2014

Lesson One
Teacher Candidate: Gwendolyn Johnson-Starnes
Grade Level: 7th
Date: December 15, 2016
Unit/Subject: Mathematics/Algebraic Expressions
Instructional Plan Title Two-Step Algebraic Equations

I. PLANNING
Lesson In a few sentences, summarize this lesson, identifying the central focus based on the content/skills
summary and you are teaching.
focus: Prior to the lesson students complete a review sheet of one step equations. In this lesson, students
will take their knowledge of one-step equations and add another step. Using direct instruction
with cues and questions, content will be explained. Students will be given a worksheet to start in
class and if need be, finish as homework.
Classroom and Describe the important classroom factors (demographics and environment) and student factors
student factors: (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning,
teaching and assessing students to facilitate learning for all students.
There is a student with an IEP in this class, as well as students that are non-labeled challenged
students. The majority is working below the average 7 th grader.
National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by
Learning number and its text.
Standards: 7th Grade Expressions and Equations
CCSS.Math.Content.7.EE.A.1

Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions

with rational coefficients.

Specific learning target(s) / objectives: Teaching notes:

Specify exactly what the students will be able to do
after the standards-based lesson.
Solve two-stepped equations using the correct order
of operations. Check answers by inserting the answer
into the variable and solving the equation to see if it is
a true statement.
Agenda:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post
as an agenda for the students that includes the
approximate time for each segment.
(1) Open lesson with a review page of one step-
equation.
(2) Use direct instruction with step-by-step
processes on how to solve two-step equations on
the whiteboard. Involve students with
examples.
(3) Provide practice with in class (if time) or
homework problems that will be gone over and
turned in the following day.
Clarify where this lesson falls within a unit of study.
The lesson comes after learning one-step equations. This is a
necessary lesson to learn before being able to determine the
equation by looking at a graph. This also a needed lesson to
be able to determine how to take points from a graph and
input it into an equation to see if it is a true statement or find
x or y.
Formative assessment:
Identify the process and how you will measure the progress
toward mastery of learning target(s).
Reviewing the information first will help refresh the topic.
Students will show understanding and mastery with in class
participation and doing their homework to show
understanding of the concept, or will help the teacher know
if they need to review further.

Page 1 of 11
Academic Key vocabulary: Function:
Language: Include the content-specific terms Clarify the purpose the
you need to teach and how you language is intended to
will teach students that achieve within each subject
vocabulary in the lesson. area. Functions often consist
Integers of the verbs found in the
Variables standards and learning goal
statements. How will your
Multiply
students demonstrate their
Divide understanding?
Addition The language will ensure
Subtraction students follow the correct
Coefficient order of operations in order to
solve linear expressions.
Most of these terms are review, Students will demonstrate
however, students will need to their understanding by being
have a firm understanding in order able to successfully doing a
to go through the processes to do two-step equation and being
multi-step equations. able to check their answer to
see if it is right.
Form:
Describe the structures or
ways of organizing
language to serve a
particular function within
each subject area. What
kinds of structures will you
implement so that your
students might demonstrate
their depth of
understanding?
Some students struggle with
multiplying or dividing
negatives and adding or
subtracting negatives. I will
use the tools for teaching
the students are familiar
with that have been
introduced by the teacher.

Instructional List ALL materials, equipment and technology the teacher and students will use during the lesson.
Materials, Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
Equipment and address how you will teach the students to use the technology in Section II. INSTRUCTION.
Technology: Review page used with students used include the first page only, odd numbers 1-13:
http://cdn.kutasoftware.com/Worksheets/Alg1/One-Step%20Equations.pdf
Whiteboard with dry eraser.
Homework/Practice page. Students are to do all odd problems
http://cdn.kutasoftware.com/Worksheets/PreAlg/Two-
Step%20Equations%20With%20Integers.pdf

Grouping: Identify grouping strategies that will support your students’ learning needs.
Students are seated in groups of four. Students are encouraged to work on their own while doing
their worksheet and stay focused. Class group gets distracted easily.

Lesson Two
Teacher Candidate: Gwendolyn Johnson-Starnes
Grade Level: 7th
Date: December 16, 2016
Unit/Subject: Mathematics/Algebraic Expressions
Instructional Plan Title Two-Step Word Problem Algebraic Equations

I. PLANNING
Lesson In a few sentences, summarize this lesson, identifying the central focus based on the content/skills
summary and you are teaching.
focus: Prior to next lesson, students will grade their own papers in class as teacher gives out answers to
previous homework assignment. This lesson reiterates the previous lesson, but incorporates word
problems to help students understand how the equations fit into real scenarios.
Classroom and Describe the important classroom factors (demographics and environment) and student factors
student factors: (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning,
teaching and assessing students to facilitate learning for all students.
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 There is a student with an IEP in this class, as well as students that are non-labeled challenged
students. The majority is working below the average 7 th grader.
National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by
Learning number and its text.
Standards: 7th Grade Expressions and Equations
CCSS.Math.Content.7.EE.A.1

Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions

with rational coefficients.

CCSS.MATH.CONTENT.7.EE.B.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.

Specific learning target(s) / objectives: Teaching notes:

Specify exactly what the students will be able to do
after the standards-based lesson.
Create an equation by reading a problem and putting
numbers and variables in the correct places. Solve
two-stepped equations using the correct order of
operations. Check answers by inserting the answer
into the variable and solving the equation to see if it is
a true statement.
Clarify where this lesson falls within a unit of study.
The lesson comes after learning one-step equations. This is a
necessary lesson to learn before being able to determine the
equation by looking at a graph. This also a needed lesson to
be able to determine how to take points from a graph and
input it into an equation to see if it is a true statement or find
x or y.

Agenda: Formative assessment:

Identify the (1) opening of the lesson; (2) learning and Identify the process and how you will measure the progress
teaching activities; and (3) closure that you can post toward mastery of learning target(s).
as an agenda for the students that includes the Reviewing the information first will help refresh the topic.
approximate time for each segment. Students will show understanding and mastery with in class
(1) Open lesson with grading and going over participation and doing their homework to show
homework problems. understanding of the concept, or will help the teacher know
(2) Review the lesson from the previous day to give if they need to review further.
repetition and then expand lesson to include An exit question will further show if students need more
word problems. practice of the subject.
(3) Give each person in the group numbers 1-4.
Create word problems that students work on in
their groups. After the students’ have had time
to work on the word problem, the teacher will
call a number, either 1-4. That number in the
group will raise their hand to be picked by the
teacher to share how the group came up with the
answer.
(4) An exit question will be used to have students
show individually that they understand the
process.

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Academic Key vocabulary: Function:
Language: Include the content-specific terms Clarify the purpose the
you need to teach and how you language is intended to
will teach students that achieve within each subject
vocabulary in the lesson. area. Functions often consist
Integers of the verbs found in the
Variables standards and learning goal
statements. How will your
Multiply
students demonstrate their
Divide understanding?
Addition The language will ensure
Subtraction students follow the correct
Coefficient order of operations to solve
linear expressions. Students
Most of these terms are review, will demonstrate their
however, students will need to understanding by being able
have a firm understanding to go to successfully doing a two-
through the processes to do multi- step equation and being able
step equations. to check their answer to see if
it is right.
Form:
Describe the structures or
ways of organizing
language to serve a
particular function within
each subject area. What
kinds of structures will you
implement so that your
students might demonstrate
their depth of
understanding?
Some students struggle with
multiplying or dividing
negatives and adding or
subtracting negatives. I will
use the tools for teaching
the students are familiar
with that have been
introduced by the teacher.

Instructional List ALL materials, equipment and technology the teacher and students will use during the lesson.
Materials, Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
Equipment and address how you will teach the students to use the technology in Section II. INSTRUCTION.
Technology: Homework from previous day; all odd: http://cdn.kutasoftware.com/Worksheets/PreAlg/Two-
Step%20Word%20Problems.pdf
Whiteboard and dry erase markers. Individual whiteboards with dry erase markers.
Word problem examples (http://cdn.kutasoftware.com/Worksheets/PreAlg/Two-
Step%20Word%20Problems.pdf)

Grouping: Identify grouping strategies that will support your students’ learning needs.
Students are seated in groups of four. Students work together to understand and decipher word
problems and then solve them.

Lesson Three
Teacher Candidate: Gwendolyn Johnson-Starnes
Grade Level: 7th
Date: January 6, 2017
Unit/Subject: Mathematics/Algebraic Expressions
Instructional Plan Title Review the Order of Operations for tutoring group.

I. PLANNING
Lesson In a few sentences, summarize this lesson, identifying the central focus based on the content/skills
summary and you are teaching.
focus: This group consists of students who displayed they were struggling with the order of operations,
which was making it difficult to do grade level content. Go over the order of operations in a
kinesthetic, auditory, and visual way to emphasize the process with students who are struggling to
follow the correct sequence.

Classroom and Describe the important classroom factors (demographics and environment) and student factors
student factors: (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning,
teaching and assessing students to facilitate learning for all students.

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 Work with students who are struggling as non-labeled challenged students. Use strategies that
would be beneficial with students that do have IEP’s as they are beneficial for all students who
struggle with traditional methods.

National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by
Learning number and its text.
Standards: Standards are from 5th grade.:
CCSS.MATH.CONTENT.5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these
symbols.
Specific learning target(s) / objectives: Teaching notes:
Specify exactly what the students will be able to do Clarify where this lesson falls within a unit of study.
after the standards-based lesson. This lesson is beneficial in understanding that students must
After the lesson, students will be able to utilize the first understand previous content before they can move
song and dance to help them know where to start in an forward to new concepts, even if they are passed this level in
algebraic equation and how to move through the grade and age.
problem to get a correct answer.
Agenda: Formative assessment:
Identify the (1) opening of the lesson; (2) learning and Identify the process and how you will measure the progress
teaching activities; and (3) closure that you can post toward mastery of learning target(s).
as an agenda for the students that includes the After watching the videos, students will show me the dance
approximate time for each segment. step that displays the next part of the order of operation
(5) Introduce myself to students and pass out lyrics process. If they are unsure, I will display the song,
and lesson links we will be using. consistently using repetition, to help them recall what is next.
(6) Pull up carefully picked music video and view it
one time before having students get up and do Students will practice the steps as a class and individually.
the dance with the video multiple times. To show they have mastered the concept they must correctly
(7) Follow music video with practice time. Work answer an equation that is more difficult to exit the class.
together to solve on board equations.
(8) Students solve equations on their own to see if
they can get the right answer.
(9) Exit question: students must solve an equation
correctly before they can leave the classroom.
Academic Key vocabulary: Function: Form:
Language: Include the content-specific terms Clarify the purpose the Describe the structures or
you need to teach and how you language is intended to ways of organizing
will teach students that achieve within each subject language to serve a
vocabulary in the lesson. area. Functions often consist particular function within
Parenthesis of the verbs found in the each subject area. What
Exponents standards and learning goal kinds of structures will you
statements. How will your implement so that your
Multiply
students demonstrate their students might demonstrate
Divide understanding? their depth of
Addition Students will demonstrate understanding?
Subtraction mastery by showing me the In class participation will
Left to right correct steps, and using the allow students to
First come, first serve order of operations to get the demonstrate their mastery
A dance routine, both showing correct answers. and understanding.
and explaining the steps will be
used to help students use visual,
auditory, and kinesthetic processes
to learn these words in correct
order.
Instructional List ALL materials, equipment and technology the teacher and students will use during the lesson.
Materials, Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
address how you will teach the students to use the technology in Section II. INSTRUCTION.

Page 5 of 11
Equipment and Overhead projector with speakers.
Technology: YouTube access to play The Order of Operations Rap (Click link to view)
Whiteboard (large for teacher and small individual ones for students) with dry erase markers
Printed copy of lyrics, and music dance with links at the bottom:

Order of Operations Song

PEMDAS Rap
By Numberock
Lyrics:
"Pemdas Rap Song"

(Dance to this part)

Parentheses first [Make arms look like parenthesis ( )]
Exponents next [Point both arms up and to the right]
Multiplication [Put arms in an “X” ] and division in the same step [Put one arm in front in a
slash /].

Addition [Put arms into a plus sign +] and subtraction [Make a dash with your arm -],
If you got the nerve, from left to right [Point from left to right], first come first serve [Make
a number 1 and then put your hand flat like you are being served a dish].

(Watch video here)

Parentheses first: two times four, the product’s eight;
are you ready for more?

Exponents next: two squared is four; let’s move down like

we did before.

Time to divide or multiply; let’s see what we got; take

a look at the signs.

Divide the eight by the two, the

quotient’s four, and we’re almost through.

It’s finally time to add or subtract, eight’s the answer, and

that’s a fact.

(Dance to this part)

Parentheses first [Make arms look like parenthesis ( )]
Exponents next [Point both arms up and to the right]
Multiplication [Put arms in an “X” ] and division in the same step [Put one arm in front in a
slash /].

Addition [Put arms into a plus sign +] and subtraction [Make a dash with your arm -],
If you got the nerve, from left to right [Point from left to right], first come first serve [Make
a number 1 and then put your hand flat like you are being served a dish].

(Watch video here)

Parentheses first: two times six, the product’s twelve; put
it back in the mix.

Exponents next: three squared is nine; when you know the

tricks, it don’t take much time.

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 Now we divide or multiply; let’s see what we’ve got, take a
look at the signs.

Nine divided by nine is one, the answer’s

close, and we’re almost done.

Four minus one has a difference of three, when we add the

twelve, we get fifteen!

Order of Operations Song | PEMDAS Rap by NUMBEROCK

https://www.youtube.com/watch?v=ZzeDWFhYv3E
Follows standard: 5.OA (Write and interpret numerical expressions.)

Grouping: Identify grouping strategies that will support your students’ learning needs.
Since the group is small students will either work on their own or together as a class.

II. INSTRUCTION
A. Opening
Prior Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
knowledge students’ lives.
connection: In a previous lesson students struggled to display they had a strong grasp of the order of operations
and what order to proceed.
Anticipatory Identify how this lesson is meaningful to the students and connects to their lives.
set:
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
Your “I Do” instructional Your “Students Do” procedures should Describe methods of
procedures should include: describe exactly what students will do differentiation, including
The teaching strategy you will use to during the lesson that corresponds to accommodation or
teach each step that includes each step of the “I Do.” differentiation strategies for
modeling and formative assessment; academically, behaviorally and
transition statements you will make Please use a corresponding numbered motivationally challenged
throughout your lesson and essential list. students.
questions you will ask; and
academic language of vocabulary, Please use a corresponding
function, and form. numbered list.
Script detailed, step-by-step
instructions on how you will Also include extension activities:
implement the instructional plan. What will students who finish
Use a numbered list of each step; early do?
bold every example of modeling;
italicize every formative assessment.

III. ASSESSMENT
Summative Include details of any summative assessment as applicable and Differentiation:
Assessment: attach a copy with an answer key. Explain how the summative Describe methods of
assessment measures the learning target(s)/objectives. If you do differentiation for your
not include a summative assessment, identify how you will summative assessment, including
measure students’ mastery of the learning target(s)/objectives. accommodation or
differentiation strategies for

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 Summative assessment is not used in this section of the lesson. academically, behaviorally and
The prior lesson and lesson after uses summative lessons to see motivationally challenged
how students have progressed. students.
The lesson prior, and after this
lesson uses summative
assessment to see how students
have progressed.
Closure: Explain how students will share what they have learned in the lesson. Identify questions that you can
ask students to begin the closure conversation. Identify how students will confirm transfer of the
learning target(s)/ objectives to application outside the classroom.
In this lesson students displayed their gained knowledge by displaying the dance moves when we were
going step-by-step, how to do the equations. Class participation showed that the students wanted to
learn and could share their confidence in what to do. Since the dance and song were catchy, and we
used repetition to memorize the steps, students will be able to take the kinesthetic, visual, and auditory
lesson with them into future use.
Homework: Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or
skill-practice-based and explain how the homework assignment supports the learning targets /
objectives. Attach any copies of homework.
This lesson did not use homework. The subject group was of tutoring nature. All work was done in
work with adequate practice time.

Standards Rubric

Student name: Class: 7th Grade, 5th Period

Standards 1.0 2.0 3.0 4.0
CCSS.Math.Content.7.EE.A.1 Student does not Student performs Student can Student has
Apply properties of operations as perform correct order complete mastered concept
strategies to add, subtract, factor, operations on an occasionally, but equations and consistently
and expand linear expressions with expression in continuously correctly most of performs
rational coefficients. correct order. struggles with the time, but still equations with
processes. makes multiple success.
mistakes
periodically.
CCSS.MATH.CONTENT.7.EE.B.3 Student is Student can Student can Student has
Solve multi-step real-life and unable to create create an perform multi- mastered the
mathematical problems posed with an equation equation step problems ability to pull
positive and negative rational based on real life periodically, but that include real- key aspects from
numbers in any form (whole scenarios. is unable to life scenarios a problem to
numbers, fractions, and decimals), consistently do it most of the time, create an
using tools strategically. Apply with success. but still makes equation, and
properties of operations to calculate multiple then solve it.
with numbers in any form; convert mistakes.
between forms as appropriate; and
assess the reasonableness of
answers using mental computation
and estimation strategies.
Participation Student does not Student pays Student Student
participate at all attention, but participates a consistently
in class and is does not couple times. participates and
disruptive. participate. is not disruptive
to other students’
learning.

Page 8 of 11
 Reflection

The use of assessment tools are extremely important tools to use as teachers. They give

insights for the teacher to see how individuals, classes, and schools are doing and if they are

achieving goals. In the mini-lesson conducted, formative and summative assessment was used to

gather information on how students were doing, and based on the outcome, an opportunity to help

students that were having a difficult time with a concept arose. Without the use of the assessment

strategies used, students would continue to go on struggling in their lessons and no assistance would

have been provided to help them master the concept. It was the combination of formative and

summative assessment, and how they vary but both give teacher the feedback needed, that lead to

final lesson being tailored to help the students that were struggling.

Review was used as the first step of the lesson in the form of equations students had to

perform to show that they were able to recall a previous lesson. This formative assessment allowed

for a green light to go ahead and proceed with the following lesson and expand on a previous

concept. Formative assessment was used to a great level during the class time. Constant feedback

was given from student to teacher by continual questions and cues being asked. At times, student

questions would lead to an additional concept that linked the lesson being learned to how the lesson

applied in real world scenarios. Some students seemed to grasp the concept better at these points,

while others found that they had even more questions after. Class participation was at its highest at

these points. This was a clear example of using standards to create engaging, meaningful, and

impactful lessons, (GCU, 2010). At the end of the lesson, students were given a summative

assessment in the way of homework. These would be counted as a grade and would display how

well they could comprehend the day’s lesson.

The following day, students graded the homework and the lesson for the day expanded

further the concept of solving multi-step equations, however this time students had to do word

Page 9 of 11
problems. It became apparent that some students were struggling with the order of operations,

which is a concept they should have had a firm grasp on by this grade. My third lesson was

developed to tutor these students in a way that seems to be done more in elementary level classes,

rather than middle school level.

The formative and summative assessment did not initially alert me to the needs of students

who were struggling with the order of operations. It was not until I could repeatedly see that a few

students were struggling that I could see an additional need.

The rubric that was created was one based as an accumulative process that the teacher

continually built upon. The standards presented in the rubric I created were the concepts that I

worked with on the first two lessons and were part of what the students had to work toward. The

teacher used this information during conferences with students and parents to let them know during

certain intervals what they needed to work on or if they were on course. The summative homework

assignment was more beneficial to students to as more of a holistic rubric as it was used “for

measuring as one score for an assignment,” (GCU, 2010).

The varying assessment strategies, and the resources used to implement the lesson led to

opportunities to further assist students. There is not one type of assessment that should be used

alone because assessment should be used as often as possible in any way that helps the teacher

better understand how well the students are progressing.

Page 10 of 11
 Reference

Grand Canyon University (2010). Lecture 6: Lesson Planning with Assessment in Mind. SED-444.

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