Lesson Plan Template

Teacher: Valdez
Subject & Grade: 8th Grade Math
Lesson Date: 3-5-19

OBJECTIVE(S)/STANDARD(S) CONNECTION TO ACHIEVEMENT GOAL(S)

What will your students be able to do?
Reference Common Core or your state’s
standards, as applicable.
Students will learn the Habit of Mind (HOM)
precision.
How does the objective connect to the goal(s) you
have for your students this year?
My students will use precision to accurately relate
the information for their business pitch. These
imaginary businesses will use precision by
showcasing their mathematics.

PREREQUISITE SKILLS DIAGNOSTIC

What will your students need to know to master How will you assess students’ mastery of these
the grade-level objective? foundational skills?
Students will need to know:
How precision and accuracy is used in various
real life settings.
How precision and accuracy is an important
part of mathematics.
How to be precises and accuarate by checking
their work.
How to be accurate by asking the question ¨Do
these numbers make sense?¨

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ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when
will you assess mastery?
Friday students will get the following material:

Students will need to score at least a 60% to show mastery. They will need to get three out of the 5
questions correct.
KEY POINTS
Key points are student-facing statements that include important content students needs to know to be
successful in the lesson. What three to five key points will you emphasize?

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Accuracy is about being precise.
Speed and accuracy are not related.
To be accurate in mathematics check your work three times.
Ask yourself, ¨Do the numbers make sense?¨ ¨Does the graph make sense?¨

OPENING/HOOK (6 min.) MATERIALS

How will you communicate ​what​ is about to happen?
How will you communicate ​how​ it will happen?
How will you communicate its​ importance? ​
How will you communicate ​connections​ to previous lessons?
How will you engage students and capture their interest?
Businesses like restaurants operate on tight budgets. These budgets can be the
difference between being successful or going out of business. If a restaurant wastes
food, it cuts into their bottom line.

We are going to watch a short video that explains how buffett restaurants make
their money.

After watching video:

What parts of a running a restaurant require being accurate?

What do you think it means for a business to be accurate?

INTRODUCTION OF NEW MATERIAL ( 10 min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
Which potential misunderstandings will you anticipate?
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Why will students be engaged/interested?
Today, I am going to go over what it means to be accurate in mathematics and how
to be accurate in your own mathematics.

To be accurate in mathematics, you can do the following.

1.Solve the problem.
2. Ask yourself ¨Does this answer make sense?¨
3. Substitute your answer for the unknown to see if it is true.
4. Use another method like graphing to check your work.

First, let us say we have a problem like this:

We are asked to solve for x​.

Step 1. Solving the problem
Before we start how could we make a prediction that tells the sign for the value of
x?
The sign for x cannot be positive because it would lead us to have a larger negative
number. Thus, this value of x needs to be negative so that the negative three
becomes a positive value.

Now solve:
Add 9 to both sides of equation
-3x=9
Divide by the coefficient of x or in other words by -3.
We get x =-3.
Step 2​. ​Does this answer make sense?
We predicted that our answer needed to be negative. So yes it does make sense.

Step 3. Substitute and check if it is true.

To check for accuracy we can substitute x for -3 and evaluate the equation to see if
it equals 0.
-9-3(-3)=0
-9+9=0
0=0
This is true! So we know we did this correctly.

Step 4. We can check this through another method.

We can also use a graphing program to check our work. This is another way to
solve for the value of x, but you will need to know how to do this without a graphing
calculator.

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The solution for this equation is (-3,0).
Does that match our answer?

Most of your work in algebra will require you to check for accuracy. It is an important
skill and you will need to show your work so that you can go back and look for
errors in your work.
GUIDED PRACTICE (_5_ min.) MATERIALS
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
Why will students be engaged/interested?
How will you monitor and correct student performance?
How will you clearly state and model behavioral expectations?

Let's go through the steps.

Step 1 ​Solve the problem.

What sign should x be to make this a true statement?

​
Step 2 ​Does the answer make sense?

Step 3 Substitute the value for the unknown value.

Step 4 Check this through another method.

You are to go through each of these questions and answer it for these steps.

MATERIALS

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CLOSING (_5_ min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
How can you be accurate with your mathematics?

How can graphing be used to help verify your solution?

What are some other ways for to check for accuracy?

DIFFERENTIATION MATERIALS
How will you vary your approach to make information accessible to all students?

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I anticipate the following problem:

Students will want to get straight to graphing instead of working out the problem. To
address this, I will only give students chromebooks after the mini-lesson is over.

Provide students with this model:

1st row and column:​ A positive times or divided by a negative is negative.

2nd row and column:​ A negative times or divided by a positive is negative.
3rd row and column​: A negative times or divided by a negative are positive
answers.
The diagonal​: A positive times or divided by a positive is a positive.

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 Handouts & Resources

Please include copies of any handouts, student worksheets, or other resources.

Streaming Services: Systems of Equations 8.EE.C.8 A & 8.EE.C.8 B

Your objective is to complete the following questions. Additionally, you will need to fill in the table of
values for each service and show a graph:

Internet Streaming Platform A:

Internet streaming platform A offers users $.20 per like and a start of $2.75 for signing up with their
streaming service.

Internet Streaming Platform B:

Streaming platform B offers users $.10 per like and offers a signing bonus of $8.75

Internet Streaming Platform C:

Unlike other streaming platforms, platform C offers its users an algorithm to settle its price. However this
algorithm is changes dynamically based on the viewing market.
Currently, the algorithm is as follows:

-5x+20y=10

where x is the profit per likes and the y is the total profit per user.
______________________________________________________
Fill in the tables below:
Platform A
The linear equation for Platform A:____________
X Y

45

58

Platform B
The linear equation for Platform B:__________
X Y

45

58

Platform C
The linear equation for Platform C:____________
X Y

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 0

45

58
____________________________________________________________________________________
_____

Using DESMOS provide a graph for each streaming services:

___________
Answer the following questions:
Which of the following streaming platforms is the least profitable? Explain using mathematics.

Which of the following streaming platforms is the most profitable? Explain how you know using
mathematics?

Which of the following streaming platforms should you pick and why? What mathematics justify your
reasoning?

References

Degner, J. (2018, June 27). How universal design for learning creates culturally
accessible classrooms. Retrieved from
https://www.edweek.org/tm/articles/2016/11/14/udl-creates-cultural-competency-in-classr
oom.html

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Education Alliance, Brown University. (n.d.). Culturally responsive teaching. Retrieved
from
http://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies
-0/culturally-responsive-teaching-0

Economy in Clarksdale, Mississippi. (n.d.). Retrieved from

https://www.bestplaces.net/economy/city/mississippi/clarksdale

Fortnite V-Bucks: What they are, how much do they cost, and can you get free V-Bucks?
(n.d.). Retrieved from
https://www.pcgamesn.com/fortnite/fortnite-free-v-bucks-win-prices-buy

Hammond, Z. (2017, April 14). Culturally responsive strategies for English learners [Blog
post]. Retrieved from
http://corwin-connect.com/2017/04/culturally-responsive-strategies-english-learners/

Kennemer, Q., & Kennemer, Q. (2019, February 19). Everything you can do with in-game
currency in Apex Legends. Retrieved from
https://www.windowscentral.com/everything-you-can-do-game-currency-apex-legends

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