Name: Amy Bjornson Date: For Thursday, 9/17/09

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Lesson Title: Chapter 1 Quick Review Grade Level(s): 7 Grade Pre-Algebra
Learning Area(s): Sections 1.1-1.9: variables, expressions, solving equations with addition, subtraction,
multiplication, and division; inequalities, “Like Terms”, “Ordered Pairs”, “Graphing on a Coordinate
Plane”, and “Interpreting Graphs and Tables” (Rheinhart, 2008). Lesson Length: ~15 min

I. Objectives/Learner Outcomes (specific and measurable).

“At the completion of this lesson, learners will be able to….” (LWBAT….)
• “Recall” (Waller):
o “Recognize”
 the order of operations in a math problem
 inequalities
 how to combine like terms
• “Interpretation” (Waller):
o “Differentiate” between algebraic expressions and equations
• “Problem Solving” (Waller):
o “Reorganize” math problems to solve using PEMDAS

II. Assessment Plan.

Each student will be assessed by:
- Answering questions and taking notes
- Writing an answer to whether 4x – 30 = 66 is an expression or not
- Quiz score (taken at a later date) and
- (Authentic assessment) his/her test score

III. Materials and Resources Needed to Teach the Lesson/Activity.

• White-erase board and markers

• Teacher’s Edition of the textbook
• One (student) textbook for each student
• Notebooks
• Pencils
• Individual white boards students
• Individual white board markers for students
• Individual white board erasers for students

IV. Accommodations for Learners who have difficulty, ELL/ESL/LEP, gifted, etc.
• Students work in pairs (they make and solve the equations and then check with their
partner)
• Students can ask questions
• Students can meet before or after school, as well as during their lunch hour if they are
having trouble

V. Teaching or instructional Procedures

A. Focusing Event/Anticipatory Set/Warm-up –
• What should we have out right now? (homework/notebooks)
• Go over answers to previous day’s homework, and answer questions
• We are going to work on eliminating common errors that I have been seeing on many
quizzes.
 B. Input –
1. Is this an algebraic expression?
• 4x – 30 = 66 (No) (answer on individual white erase boards)
• Why not? (algebraic expressions don’t have equal signs)
2. How is this algebraic expression tied together?
• t/6 (division)
• 4s (multiplication)
3. Can we “solve” this problem?
• 4x + 2y – x (No, but we can simplify it)
4. What do these signs mean?
• < (less than)
• > (greater than)
• ≤ (Less than or equal to)
• ≥ (Greater than or equal to)
• ≠ (Not equal to)
5. How do we graph this? 19 ≤ y
• (How many tick marks do we make altogether?) Make two tick marks on each
side – in this case for 17, 18, 19, 20, 21
• Put a closed dot at 19
• Shade to the RIGHT of 19 – Why? (y ≥ 19; it is just written differently, but it
means the same thing)
6. Can I simplify this any more?
• 2x + 4y + 8 – 9r (No, because there are no like terms to combine)
7. How do I solve a problem like this? 5(x – 1) = 25
• Use the distributive property (So 5x-5=25)
• Use the addition property (so, 5x = 30)
• Use the division property (so, x=6)
8. How do we do this? 4*5+6-4÷2
• Multiply and then divide (so, 20+6-2)
• Then work from left to right (so, 26 – 2; 24)

Reminder: Vocabulary Test on Monday (Just to write on the board – THEY need to find the
definitions)
 So learn the terms on page 52, if you haven’t learned them already

Other Helpful Words to Remember

Sum Difference
Product Quotient

C. Evidence of learning –
The evidence of learning will be measured by each individual’s:
 In-class participation (using the given work time)
 The completion of the assignment* (which is due the next day)
 Quiz score (taken at a later date) and
 Test score (also taken at a later date)

D. Closure and Independent Practice for transfer of learning –

• Read homework assignment on the board and allow the students time to get it
started
 • Homework: Sections 1.7-1.9 (Review) Pg 54: 38-50, notes on section 1.9 *

VI. Reflection
a. How did the students respond to you and the lesson?
The students responded very well to the lesson. They loved using the individual
white boards – it was a hit! This was the first time I used individual white boards in a
lesson – ever! One of the students said “This is fun”. That is awesome. I want students to
love math all the time – to think it is fun. The lesson was really fun for me to teach, and I
loved boosting the students’ confidence. If they got a wrong answer when I asked them a
question, I tried to help them “redeem” themselves, so to say. (On a different day, after a
student had gotten something wrong, she asked if she could redeem herself – I love it!).

b. Did the learners meet the intended outcome? Why or why not?
I think the students met some of the outcomes, but I didn’t get through the entire
lesson, so they may have missed out on a few objectives. However, when I taught 7th
hour, I got through the whole lesson – Yay!
During the 1st hour class, some students were still making the same errors as on
the quiz, but I corrected these on the board. I would nod when I saw the answer on the
individual boards and then the students would take them down. I noticed Mr. Odenbrett
only nodding when the students got the answer right, in another class, and I did that in
my 7th hour. It gave the students a chance to practice doing the problems right after they
got it wrong. I liked Mr. Odenbrett’s way better, so I adopted that technique for 7th hour.
I think most, if not all, of the 7th hour class met the intended outcomes. I was
able to get through the whole lesson, and the students were changing wrong answers and
getting the right answers. It was exciting. I loved teaching the lesson, and most students
seemed to love participating in the lesson.

c. How successful do you feel you were? Why or why not?

For 1st hour, I didn’t get through the full lesson. I got through questions 1-5; so I
missed 6-8. Although this lesson was review, the questions I didn’t get through could
have been extremely beneficial to those who made the mistakes on the quizzes. However,
I think I was pretty successful with everything else, and I got through the entire lesson for
7th hour. I think I was pretty successful, because I was confident, having fun, and keeping
the students’ attention.

d. What have you learned from this experience?

I learned:
 How to stop a particular student from displaying certain behavior and attitudes.
She was making some unwelcome comments at the beginning of the lesson, and
kept talking. I asked her if she had a question. She said no, and I said “but you’re
talking” in a manner of warning. Then I asked her if she wanted to see Mr. Kimec.
That squashed her poor attitude/behavior for the rest of the class period. Her
attitude could still be worked on, but she behaved herself after my warning.
 A fun way of reviewing math problems/procedures with students so they get
excited and participate readily (at least most of them).

e. In the future, how will you apply what you have learned from this lesson?
Like Mr. Odenbrett said after my 1st hour lesson:
 I should sketch graphs when correcting homework (and verbalize that they need to
label their graphs, but I am not (for time purposes). I accomplished this for my 7th
hour class.
  I should ask questions instead of writing them on the board (ask the question, and
just put the problem on the board). I accomplished this in my 7th hour class.
 I should work on timing. For my 7th hour class, I was able to get through the whole
lesson, so I improved on my timing, but it should be better, so that the students can
do some homework and ask questions.

f. What will you do if students did not meet your objectives?

If the students didn’t meet my objectives, I can help them on an individual basis
before, after, and/or during school. This was review, and I tried to help them fix the errors
that they keep making on their quizzes. If all my students are doing poorly, then I will
probably have to make some significant changes in my teaching style, but if only some
are having trouble, I can work on finding a new way of helping. However, I can only do
so much if they don’t ask questions and come in for help. I can maybe contact parents or
require them to stay after school, but that might push the student away more (if they are
forced to come). I am gradually working on fixing things in my teaching style, lesson
planning, and teacher duties, but I it will take a lot of experience to be a great teacher,
like Mr. Odenbrett.

* The assignment consists of the following problems chosen by Mr. Odenbrett:

Sections 1.7-1.9 (Review) Pg 54: 38-50, notes on section 1.9 (in the student version of the cited
textbook). (Rheinhart, 2008).

Works Cited
Rheinhart., & Holt, W. (2008). TE Holt Pre-Algebra 2008. New York: Holt
McDougal.

References
Concordia University, St. Paul, MN. ED200/2006-07HDBK.
Lesson Plan Template was taken directly from pages 33-34, but some parts have been
rearranged for convenience and/or for spacing purposes.

Waller, K. V., (n.d.) Writing Instructional Objectives.