Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Holland Cummisford

Date Subject/ Topic/ Theme Solving 2 Step Equations Grade ______7_________

I. Objectives
How does this lesson connect to the unit plan?
Students move forward in the their understanding of solving equation by using their prior knowledge to solve more complicated problems.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Compute the value of variables in an algebraic equation Ap
Use operations of addition, subtraction, multiplication, and division to isolate variables Ap
Recall the order of steps used to solve an equation R

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.7.EE.A.1
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite - How to do addition, subtraction, multiplication, and division
knowledge and skills. - How to solve one step equations

Pre-assessment (for learning):

- Work on review of one-step equations
Formative (for learning):
Outline assessment - Two Step Equations Maze
activities Formative (as learning):
(applicable to this lesson)
Summative (of learning):
- Progress on IXL sets
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
- Go at their own pace to
work on maze and IXL

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
- Discuss the meaning of
reciprocal
Provide options for comprehension-
activate, apply & highlight
- Review how to solve
one step equations
- Highlight problems
with fractions and
fraction bars as
different
Provide options for expression and
communication- increase medium
of expression
- Solving problems in a
game format
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
- Monitor progress
during maze activity
by seeing if they are
heading towards the
end
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
- Work in small groups
on problems and maze
activity
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
- Self assessment when
doing IXL: decide if
they should move on or
not

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
- Solving Equations Note Sheet
- Two-step equation maze worksheet
- Student personal computers

- Students in preassigned small groups of 4

How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
10 - Distribute note sheets
Motivation
(opening/ - Review solving one step equations by - Solving first four problems
introduction/ doing first four problems on sheet
engagement) individually

- Remember to use inverse operations and

balance

- Go over and ask if there are any questions - Ask any clarifying questions on solving
one step equations

- Explain that we are going to be solving

more complicated problems with 2 steps
today. We use the same strategies, just
more than once.

30 Development - The first new type of equation we will - Suggest possible first steps
(the largest look at is equations with fractions. Look at
component or the first problem on your sheet. What do
main body of you think you will do first?
the lesson)
- Since a fraction is like multiplying and
dividing, you can do either one first,
followed by the other.

- Do you think there is a way to do it in one - Explain what a reciprocal is (if known)
step? There is! It is called multiplying by
the reciprocal. Has anyone heard of the
reciprocal before?

- Complete the rest of the fraction problems

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 - You just flip the fraction over and
multiply on both sides (to keep it
balanced)
- Suggest which step to do first
- Move on to two step equations. Which
step do you think we will do first?

- Do first example problem together (ask if

they want more)
- Complete the example problems as a small
- Clarify that we do addition and group or individually
subtraction first, followed by
multiplication and division

- Walk around and monitor progress on

example problems

- Instruct students to try final four

challenge problems on their own
- Ask any questions about two step
- Ask for clarifying questions equations

- Work on two step equation maze in small

- Now that we know how to solve two-step groups
equations, work in small groups to do the
maze activity. Solve each equation for the
variable, and then follow the path with the
correct answer. Solve the next problem,
and continue these steps until you get to
the end!

- Emphasize that they need to show their

work

- Walk around and monitor progress

15 - Instruct students (once they are finished - Complete problems on IXL

with maze) to go on IXL and do S.6
Closure
- S.7 if done with first set
(conclusion,
culmination,
- Ask students to think about their own lives
wrap-up)
and see if they can find anywhere that
they use algebra (or could use algebra) to
solve a problem. Bring in an example for
the next class!
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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