Skrine Video-Project-Lesson-Plan

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University of the Cumberlands *

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699

Subject

Mathematics

Date

Feb 20, 2024

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docx

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2

Uploaded by emaleigh919

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Lesson Plan Name:  Emily Skrine-McGlasson    Date of Observation : 10-19-23 Cycle: Ages/Grades: 14/15- 9 Number of 10 Number of 10 Number of 0 Number of 3 of Students in Students Gifted Students Students       Class       having IEP/504       Students       having ELL Lesson Title: I can solve one step equations using all operations 1. Context: Describe the Students for which this Lesson is Designed (1B) Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies. In this class I have 2 students who have mild mental disability, 1 with autism, 4 who have a specific learning disability, and 3 students who have other health impairments. In this classroom I also have 3 students who are English language learners and do have some struggle with language and comprehension. At least 1 student falls under low socioeconomic status. Population: 2 students African American, 4 students Hispanic, 4 students white 2. Lesson Learning Targets/Objectives (1A) (1C) a. Previous lesson’s learning targets/objectives (connect each target/objective to the appropriate state curriculum/content area standards.) We just completed Unit 1 and are beginning on Unit 2. We will be front loading on definitions for the new unit. b. Current lesson’s learning targets/objectives (connect each target/objective to the appropriate state curriculum/content area standards.) Learning Target: I can solve one step equations c. Next lesson’s learning targets/objectives (connect each target/objective to the appropriate state curriculum/content area standards.) Learning Target: I can solve two step equations 3. Students’ Baseline Knowledge and Skills (1B) (1F) Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for this lesson. Bell Ringer: The students will be asked to define what a variable is, and determine the difference between an expression and an equation. 4. Formative Assessment (1F) Describe and include the formative assessments(s) to be used to measure student progress during this lesson. Students will answer questions to work through the notes and the expressions or equations in the lessons. They will be given time to think-pair-share, and use an exit slip in order to determine how well they grasped the instruction 5. Resources (1D) Identify the resources and assistance available to support your instruction and facilitate students’ learning . I will be using a power point created lesson in order to deliver the bell ringer and access prior knowledge of the content. The power-point will also display the learning target (as well as the whiteboard) have driving questions and an exit slip that gauges what the students retained from the lesson. Students will then use guided notes or notes copied from the smart board to brainstorm in order to promote the practice and improve understanding. 6. Lesson Procedures (1E) Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your
students, facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe how the instruction will be differentiated to meet your students’ needs, interests, and abilities.; Student will begin their day with a bell ringer. This will access their previous knowledge and gauge their understanding. (Definitions from previous learning) The bell ringer will allow for students to show their knowledge and allow them to make connections between expression and equations and how we solve them. The students will be taking notes and answering questions as week as answering questions within their notebooks as notes are written on the smart board. Students will use critical thinking in order to decide what a variable is and how to decipher the difference between expressions and equations. Once they have done this they will then learn the process of how to solve a one step equations. We will discuss the order of operations PEMDAS and how it is used to determine each step in solving one step equations. Students will be asked how to solve addition, subtraction, multiplication and division one step equations. Students will think-pair-share in order to decide what operation they are beginning with in order to solve the equations. Upon coming back together we will then work through the equations. Students will have a worksheet as their assignment that they will be working on in order to gauge what they retained from the lesson. 7. Watch For------- Identify anything that you would like specifically observed during this lesson. Transitions, making connections, diverse instruction or strategies that can be implemented to improve student understanding, making connections.T      Guidelines for Developing Lesson Plan can be found on p 8 of the KTIP Handbook
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