Direct Instruction Lesson Plan Template

Teachers: Subject:
Sienna Samour, Kylie Compo, Sofia Perez-Vargas, Team Teach, Math, Value of College Education
Leo Wang
Common Core State Standards
 Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two
variables. Include problem-solving opportunities utilizing real-world context.

ISTE Standards
For Teachers:
 5A. Use technology to create, adapt and personalize learning experiences that foster independent learning and
accommodate learner differences and needs.
 5B. Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.
For Students:
 3D. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and
pursuing answers and solutions.
 7B. Use collaborative technologies to work with others, including peers, experts or community members, to
examine issues and problems from multiple viewpoints.

Objectives (Explicit):
 Given a real-world problem associated with the value of a college education, students will be able to solve the
system of equations and explain the solutions connection to the value of a college education.

Evidence of Mastery (Measurable):

 Novice: Student will be able to solve the system of equations without connection to the value of a college
education.
 Proficient: Student will be able to solve the system of equations with some connection to the value of a college
education.
 Mastery: Student will be able to solve the system of equations with a full connection to the value of a college
education and the system of equations that they solved

Opening (state objectives, connect to previous learning, and make relevant to real life)

The lesson will open with an anticipatory set of statements, and students must indicate if they agree or disagree.
The statements will introduce students to what the lesson will be covering. One question will ask students to agree
or disagree with a statement on the value of a college education, while statements will gage the student’s current
mathematical understanding of the content coming up in the lesson.

Teacher Will: Student Will:

Instructional Input

The teacher will present the lesson on systems of
equations to the students using either powerpoint
or nearpod. The presentation will show students
how to solve the system, provide an example
problem and list the steps needed to solve it.
The students will follow along with the presentation by
taking notes and following along on the nearpod app.
To keep students engaged, the example problem will
be related to the value of college, which will show
students that solving systems of equations matters in
the real world.

1
 Teacher Will: Student Will:
Guided Practice

The teacher will provide another word problem
involving systems of equations and let the students
lead in answering the problem. The teacher will
ask what steps need to occur and have students
collaborate as a class to get the answer. If the
students start veering away from the correct
answer, the teacher will ask guiding questions to
get them back on track.
The students will work together as a class, with the
teacher leading discussion, to determine what steps
must happen in order to solve the problem. They will
stay engaged by working with each other and building
off of each other’s ideas to get the answer. By working
together, the students will know how to approach their
individual practice.

Teacher Will: Student Will:

Independent Practice

The teacher will have the students answer another
word problem on their own, and walk around the
class monitoring student’s progress and answering
individual questions. The teacher will bring up any
points to the class that they notice as the students
are working. Once students are finished, the
teacher will ask students to compare answers with
the student next to them, then discuss the problem
as a class.
The students will work on and answer a word problem
on their own, which will be how the students are
assessed on their progress with the lesson. After
finishing the problem, they will discuss with the student
next to them to see if they got the same answer and did
the same process.

Closing/Student Reflection/Real-life connections:

The closing activity will have students returning to the same agree and disagree activity from the beginning of the
lesson. The student’s answers to the statements may or may not change from the opening activity, their answers
will vary between students. The closing activity allows the lesson to come full circle and allow students to connect
the overall theme of systems of equations and the value of college together throughout the beginning, middle, and
end of the lesson.