*We all worked together to develop the lesson plan

Direct Instruction

Teacher(s): Tyler Chase, Angela Dunay, Sam Schutkowski, Subject: My wife wants to plant a garden
Kevin Torres writing and solving multi-step equations

Standard(s):

A1.A-CED.A.1: Create equations and inequalities in one variable and use them to solve problems. Include
problem-solving opportunities utilizing real-world context. Focus on linear, quadratic, exponential and piecewise-
defined functions (limited to absolute value and step).

A1.A-REI.B.3: Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.

ISTE: Empowered Learner 1c - Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.

Anchor: Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others' ideas and expressing their own clearly and persuasively.

Workplace: 4.f - Produces work that reflects professional pride.

Objectives (Explicit):

Students will be able to accurately create two multi-step equations using a given scenario in a word problem by
the end of the lesson.

Students will be able to accurately solve two multi-step equations by the end of the lesson.

Evidence of Mastery (Measurable):

As a summative assessment, students will submit an exit ticket creating their own multi-step equation and then
find the answer.

Key vocabulary: Materials/Technology Resources to be Used:

Equation, variables Pear Deck

Guided Notes

Opening

Students will answer the question, If you had to build a garden today, what is one thing that youd want to
plant? on Pear Deck. Teacher will then explain that in order to build a garden, students must first have a strong
understanding about the math behind it.
 Ins Teacher Will: Student Will:
tru
cti Teach how to solve a multi-step equation drawing Reflect on prior knowledge
on on prior knowledge of how to solve two-step
equations Follow along with Peardeck
al
In Do a non-word problem example modeling how to Answer teachers questions
put solve a multi-step equation

Co-Teaching Strategy/Differentiation:

Students will be provided notes, so they can follow along on paper or online on Peardeck. They can take
their own notes on the guided notes or can take their own notes on their own.

Formative assessment: 80% of students gave a 4 or higher on a rating scale from 1-5 (1 being unprepared
to move on, 5 being very prepared to move on).

Gu Teacher Will: Student Will:

ide
d Provide a second example (word problem) Follow along with the given problem & provide
Pr the next steps when asked
Create equation with students
act Collaborate with a shoulder partner to solve the
ice Tell students to work together to solve the equation equation
Ask students to share their answers with the class Share with the class

Co-Teaching Strategy/Differentiation/Check for Understanding

Students can work alone or with a partner on the problem. Students can take notes on the guided notes or
on their own.

Formative Assessment: 80% of students answered question correctly on Pear Deck.

In Teacher Will: Student Will:

de
pe Provide word-problem about building a garden. Work independently to create a multi-step
nd equation and use their equation to solve the word
Go over answer once at least 80% of students have problem
ent submitted an answer on Pear Deck
Pr Submit answer on Pear Deck
act
ice Co-Teaching Strategy/Differentiation/Check for Understanding

Students can work alone or with a partner on the word-problem.

Closing/Student Reflection/Real-life connections:

Students will create their own multi-step equation and solve it. Students will get another students problem to
solve for their warm up the next day.