Teachers: Ms.

Fatina

Handout 3: Lesson Plan Template (Direct Instruction)

Subject: Math/ Pre- Algebra

Standard:
8.EE.C.7. Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no
solutions. Show which of these possibilities is the case by successively transforming the given equation into
simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are
different numbers).
b. Solve linear equations with rational number coefficients, including equations whose solutions require
expanding expressions using the distributive property and collecting like terms.
Objective (Explicit):
SWBAT apply mental math when solving problems the first set of (1-3) division flashcards.
Evidence of Mastery (Measurable):
SWBAT correctly answer the first set of (1-3) division flashcards within two minutes with 100 percent mastery of
the set.
Sub-objectives, SWBAT (Sequenced from basic to complex):
understanding of division
Key vocabulary:
Division- is splitting into equal parts or groups.

Materials:

Paper
Journals
White boards
Flashcards
Division table/tracker

Instructional Input

Opening (state objectives, connect to previous learning, and make relevant to real life: Today is going to just be
review. We are going to go over a few flash cards that deal with division.
Teacher Will:
Student Will:
Instruction Part 1
During this time the students will listen to
instruction
I will start of by going over what division is.
Then we will get right into doing our flash
The students will listen and watch me
cards. We will do this with our shoulder
model how I expect them to do the
partner or one on one. I will explain that
activity. I will model how to collect the
whenever we divide a number by itself it will
data as well.
equal itself. We will do the first three sets of
numbers starting with dividing 1, then 2,
then 3, five minutes if mastered then 4, 5,

Guided Practice

and 6. if we are doing well, we will then

move onto the third set the 7 and 8, and if
we do well with that we will move onto the
last set 9, 10 division sets. Every time a
student gets an answer wrong and if the
student takes longer than 5 seconds to
answer that flashcard it is put back into the
pile for more practice.
First set (1-3)
Second set (4-6)
Third set (7-8)
Fourth set (9-10)
Guided Practice (see guided Practice)
Co-Teaching Strategy/Differentiation
If a student is having trouble we will go over the actual division. Modifications will be made based on
students need on a lesson by lesson basis. Students have shoulder partners and team leaders to assist in
helping them with their work as needed. Additional instruction will be given to students who need more
practice in small groups at the intervention table.
Teacher Will:
Guided Practice Part 1
This is when the students will be working
together on the flash cards. This is when
they will get their practice of mental math
in. The will document how many the student
gets wrong and how many the student gets
right using the division tracker.
I will also be going over the flashcards with
the group and guiding the students if they
need it.

Student Will:
Each pair will make sure that their partner is
putting forth the effort and keeping track of the
data. I will model how the students will keep track
of the data.

Independent
Practice

Co-Teaching Strategy/Differentiation
If students need more help we will go over division by drawing a picture or making a table.
Teacher Will:
Explain to students that they will be going over
division flashcards when they have free time in
class. Students will work on the sets that were not
mastered.

Student Will:
Work on flashcards when they have free time.

Co-Teaching Strategy/Differentiation
Closing/Student Reflection/Real-life connections:
Ticket out the Door: Discuss what number your partner and yourself had trouble with dividing.