Baldwin-Wallace University/School of Education/Common Lesson Plan Template

I. Subject: Math Topic: Sequences Grade Level:7 Date: 1/17/18

II. Alignment to Standards:

A. Ohio’s Learning Standards: F.BF.2 Write arithmetic and geometric sequences both
recursively and with an explicit formula, use them to model situations, and translate
between the two forms
B. College & Career Ready Standards/Career Connections:n/a
C. 2017 Ohio Learning Standards for Technology: Select and use a variety of media formats
to communicate information to a target audience.

III. Central focus of the learning segment:

The central focus of this learning segment is the teach students sequences through in class
examples with different levels of difficulty.

IV. Learning Objective(s)/Target(s): By the end of the class/unit, the students will:
By the end of the lessons students should be able to identify the relationship between numbers
within a sequence of numbers and identify through input and output charts what is happening to
n each row.

V. Assessment/s (Note: Both the learning objective and summative assessment/s are aligned to
each other. All formative assessments are aligned to the summative assessment.)

A. Formative assessments during the lesson:

Students will be tested verbally while randomly calling on names to answer the in-class
questions.
B. Summative assessment (end of learning segment or unit):
Students will be given homework from the book from lesson 5-2. They will be asked to
complete the odd problems on the worksheet. Their homework is checked and taken for a
grade the next day.
VI. Academic Language:

A. Function:
Analyze
Comprehension

B. Content vocabulary (syntax & vocabulary specific to discipline)

Sequence- is an enumerated collection of objects in which repetitions are allowed. Like a set, it
contains members (also called elements, or terms).
Input/Output Charts- input value is assigned to an output value. The input is the independent
variable, and the output is the dependent variable -- that is, the output's value depends upon
the input's value. There can be multiple inputs, but each input results in exactly one output.

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 VII. Materials/Candidate Resources
Elmo, in-class worksheet, pencil, homework worksheet, Glencoe math book, projector

VIII. Behavior Expectations (for 300-level and 400-level courses only):

A. Classroom Management Strategies:
Due to some renovations happening in the school, the students meet in the library for
class. The students are expected to follow library and classroom rules which are remain
in your seats and keep voices at a library level unless asking a question.
B. Safety Concerns: n/a
C. Manipulatives & Equipment:
The Elmo has already been placed in the library next to the projector. The teacher is the
only one using the Elmo.

IX. PROCEDURES (Be explicit. List anticipated time for each step in the lesson from
motivation hook through closure).

A. Motivation/Hook:
I will begin the lesson with a very low difficulty problem. Hopefully the easiness of the problem
will motivate students to want to answer out loud. The problem is used to promote students to
participate in class and raise their confidence.
B. Instructional Strategies: For each instructional strategy, describe what you, the teacher
will do/say and what the student/s will do. (Note: Add as many additional rows as
necessary.)

What the teacher will What the student Theorist/ Differentiation Anticipated Time
say/do: is expected to do: Best Practice (one or more of
the following
groups – above
level; below level;
ESL; urban or
rural
disadvantaged);
VARK/T*
I will begin the lesson The students are There will be an 2 min
by handing them the expected to not intervention
worksheet that is speak while the specialist in the
labeled in-class. I will paper is being classroom for the
then ask the students to passed out and class that has
turn it over. follow directions. multiple IEPs. The
students will
receive a printed-
out version of the
note that they are

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 required to copy in
their notebook.

I will then give the Students are One of my classes 3 min

students a sequence of expected to answer contains an ESL
four numbers (.4, .8, when the teacher learner in the class.
.1.2, 1.6). I will ask the asks a question and She is very fluent in
students to identify copy the notes English but is able
what is the difference down on the back to use a translation
between each number. of their worksheet. dictionary if she
gets confused.
I will then show the Students are 5 min
students an example of expected to answer
an input/output chart. I when the teacher
will ask the students to asks a question and
place the four numbers copy the notes
in the sequence I gave down on their
them into an worksheet. Their
input/output chart. voices should also
remain quiet.
When I see the students Students are 10 min
are understanding the expected to answer
material I will ask them when the teacher
to flip their worksheets asks a question and
over. On the copy the notes
worksheet, there are down on their
nine examples of worksheet. Their
input/output charts voices should also
with the last number remain quiet.
missing. Each chart
rises in difficulty level
from the previous. We
will then go problem to
problem finding the
difference from each
row in the output
portion of the table and
fill in the missing box.
Once we finish Students are 15 min
completing the output expected to answer
boxes we will then when the teacher
begin to solve for the asks a question and
box across from n. For copy the notes
example, the sequence down on their
mentioned above worksheet. Their
would be n+ .4. As a

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class, we will complete voices should also
all nine charts. remain quiet.
When the students fully Students may work The remainder of the
understand the content, in partners to begin class period usually
and have no more their worksheet 5-10 min.
questions the teacher until the bell rings.
will pass out the The students are
homework for the day. expected to
complete the
assigned problems
and bring the
worksheet back the
next class period.

*VARK/T = visual, audio-lingual, reading, kinesthetic/tactile learning styles

C. Review/Closure
Students will be assigned home mentioned in the summative assessment portion of the lesson.
They will then have it checked and graded tomorrow.

X. REFLECTION (For 300-level courses and beyond)

1. Were today’s learning objectives/targets met for individuals, small groups, and the whole
class?
Yes, students were able to keep up with the lessons. I believe it was helpful to solve the
worksheet as a group. Many of the students who were lost did not speak up to me because
they were not comfortable enough. It was my first time teaching them so hopefully it will
get better the more I am in the classroom.

2. What would you do differently if you could teach the class again to the same students?
(This could include changes in the organization of the lesson plan, strategies used, use of
technology, use of differentiation, formative assessments and closure.)
I would possibly think of a more interesting way to teach it. I seemed to lose some of the
students interests when teaching the subject. I became repetitive at times and I could tell the
students were getting annoyed.

3. Based on your questions, checks for understanding, and/or assessment data/analysis, what
will happen next for the entire class and for specific groups/individuals in this class?

Cooperating Teacher Signature Date

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