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Teach#: 3
Lesson Plan
SMED 2011
Teach Date:
April 7, 2015
Grade: 6th
Teach Length:
Teach Time: 8:53am-9:41am
41 min.
School:
Teacher: Austin Brasche
Stillwater
Middle School
Title of Lesson: One & Two Step Equations
Lesson Source(s): Mr. John Weaver
Central Focus: One & Two Step Equations
Oklahoma Academic Standards for Math
Standard 1: Algebraic Reasoning: Patterns and Relationships The
student will use algebraic methods to describe patterns, simplify and
write algebraic
2. Write algebraic expressions and simple equations that correspond to
a given situation.
3. Use substitution to simplify and evaluate algebraic expressions (e.g.,
if x = 5 evaluate 3 - 5x).
4. Write and solve one-step equations with one variable using number
sense, the properties of operations, and the properties of equality (e.g.,
1/3x = 9).
Learning Objective(s):
Assessment Questions
Academic
Language/terminolog
y:
(Term and definition)
2015 Spring
SMED 2011
Variable(s): The element in an equation that is missing
(i.e. can be denoted by x, y, z, etc.)
expression: a mathematical phrase that can include
operations, numerals and variables. In algebraic terms:
2m + 3x; in numeric terms: 2.4 - 1.37.
Materials
*add more boxes if needed
Quantity
Advanced Preparations
notecards
14
tape
paper
one roll
9 pieces
Safety Considerations
paper cut from notecards
5E Lesson
Objective Statement(s): Today, class, we are going to .
Learn how to work two step equations
ENGAGEMENT
What the Teacher Will
Do
(Before students come
into the room place the
notecards for the
explorations around the
room)
Pass out the booklets and
the name tags to students.
If students see the
notecards and start to play
with them inform them
that those are for the
lesson and they will learn
soon what we are going to
do with them, but for now
we are going to ignore
them.
Open tab on the internet
containing that Plickers
website. Explain to
students how to use the
Plickers code that we have
Probing/Eliciting Questions
and Student Responses
What equation did you
come up with for this
problem?
What letter can we use to
represent the number of
geese Mr. Brasche saw
after the first 5?
What is this letter called?
How do we solve for the
variable?
What do we need to do to
get the variable all by
itself?
2015 Spring
placed on the back of their
booklets. Bring up the
word problem and have
students open up their
booklets and work out the
problem.
Word Problem #1: Mr.
Brasche went to Boomer
Lake on Monday and saw
5 geese by the dock. After
walking around for awhile
Mr. Brasche decided to
leave. By the time he got
into his car to leave Mr.
Brasche had seen 12
geese all total. Write an
equation to find out how
many geese Mr. Brasche
saw after he left the dock.
As the students finish up
the problem Ms. Cowan
will stand in front of the
classroom with her phone
to scan the students
answers.
Pull up the results on the
Plickers site and see how
many students got the
correct answers.
Move over to the white
board and ask the
students what equation
they got to solve the word
problem. Write the word
problem down on the
board for everyone to
use(may get multiple
answer, choose the one
best fit) then start working
the problem out by asking
the students what steps
we should do.
SMED 2011
variable.
What is the first thing we
should do to this
equation? Why?
2015 Spring
SMED 2011
EXPLORATION
What the Teacher Will
Do
Explain to the students
what the cards on the
walls(the ones you hung
up before the students
arrived) are for: There are
10 cards spread out across
the room. Each card has
an equation and a solution
on it, but the solution does
not match the equation.
You will start at one card
and work out the
equation, once you have
solved the equation you
will then locate the card
that has your solution on it
and work out the equation
on its card. You will
continue to do this until
Probing/Eliciting Questions
and Student Responses
Which equations did you
find the most challenging?
What was your first step?
Why did you do this first?
2015 Spring
you have returned to your
original card. We are going
to start off with three
people at each card, this is
a group activity, however
we want everyone in the
group to work out the
equation, if someone in
your group is struggling
help them out but do not
give them the answer. The
first group back to their
original card wins,
however we do want
everyone to work out all of
the problems.
SMED 2011
EXPLANATION
What the Teacher Will
Do
The teacher will now
introduce the students to
two step equations.
The teacher will go off of
the explore but now show
students that we could do
2015 Spring
two step equations.
SMED 2011
ELABORATION/EXTENTION
What the Teacher Will
Do
Pass out a worksheet that
has students do one and
two step equations in
order to color a shape on
the paper
Probing/Eliciting Questions
and Student Responses
EVALUATION
Describe the Assessment
What the Teacher Will
Do
Administer a post
assessment in which there
are one and two step
equations for the students
to solve. Ideally we would
have two naked number
problems and then one
word problem. We need
2015 Spring
to allow at least 10min for
this post assessment and
be intentional about time.
SMED 2011