Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Holland Cummisford

Date Subject/ Topic/ Theme Real World Problems with Algebra Grade ______7_________

I. Objectives
How does this lesson connect to the unit plan?
Students will learn how to apply the skills they have been learning to real-life situations. This is the main part of the unit when they learn the transfer aspect of their
knowledge.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Construct equations based off story problems Ap
List the steps to solving a story problem with algebra R
Construct a flipbook demonstrating the steps taken to solve a problem Ap x
Evaluate an answer and see if it makes sense with the original problem E

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.7.EE.B.3
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in
any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to
calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of
answers using mental computation and estimation strategies.

CCSS.MATH.CONTENT.7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations
and inequalities to solve problems by reasoning about the quantities.

CCSS.ELA-LITERACY.W.7.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite - How to solve one and two step equations
knowledge and skills. - How to write equations based off real world problems

Pre-assessment (for learning):

Formative (for learning):

Outline assessment - Observing small group work on writing and solving equation from story problem
activities Formative (as learning):
(applicable to this lesson)
Summative (of learning):
- Flipbook of how to solve story problems
What barriers might this Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
lesson present? Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
What will it take - Play review game in pairs authenticity, minimize threats
neurodevelopmentally, - Create a physical
flipbook
experientially,

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 Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
- Use different types of
language to describe
each step
Provide options for expression and
communication- increase medium
of expression
- Create a flipbook to
express steps in
solving an equation
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
- Collaboration on
solving problems

emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
- Highlight each step in term goals, monitor progress, and strategies, self-assessment &
the process of solving modify strategies reflection
a story problem with - Provide rubric for - Rubric allows students
an equation project ahead of time to self-assess while
so students can working on project
monitor progress
- Student personal computers
- Calculators
- Project description
- Half sheets of paper (Enough for each student to have 5-6 sheets)
- Staplers
- Scissors

- Students in pairs (but 4 at each table)

How will your classroom

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
15 - As students come in, tell them to go to and - One student from each pair pulls up game
Motivation play the game with their partner
(opening/ http://www.shodor.org/interactivate/
introduction/ activities/AlgebraFour/
engagement)
- Choose Level 1 or 2 - Discuss with partner and agree on levels
- Click One and Two Step Algebra and time limits
Problems
- Choose whatever time limit you would
like

20 Development - Today we are going to learn how to apply

(the largest our skills to real world problems. (Yes,
component or you can use math in real life!)
main body of
the lesson) - First example problem (written on board
ahead of time): Raymond just got done
jumping at Super Bounce Trampoline
Center. The total cost of his session
was $43.25. He had to pay a $7entrance
fee and $1.25 for every minute he was on
the trampoline. How many minutes did
Raymond jump?
- Suggest first step to solving
- What do you think would be the first step
in solving this problem?
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 - How many minutes Raymond jumps
- Identify what you are solving for: the
variable. In this case the variable is

- We can give whatever letter we went to a

variable. Lets use t for time.
- More suggestions
- What might the next step in solving this
be?

- The next thing we should do is reread the - Work in small groups to generate an
problem and write an equation. Work with equation from the story problem
you group to come up with the equation

- Walk around and check in with each group

- Allow each group to move on and solve

the equation once it is correct
- Ask students to share their answer. How
should we write it? (dont forget units)
Make sure it answers the original question
being asked
- Work together to solve for the variable in
the correct equation
- Share answer with correct number of units
(minutes)

- We can use these same steps to solve any

story problem: identify the variable, write
the equation, solve the equation, and
answer the question. Make sure to check
your answer at the end (see if it makes
sense!)

- Ask if anybody came up with a real life

example to use algebra. Create a few more - Suggest real world problems to be solved
practice problems and solve as a class with algebra

- Help make and solve examples

Rest Closure - The final activity for the unit will be a
of (conclusion, project where you will solve story
class culmination, problems and show all the steps we just
wrap-up) learned about, along with all the math you
do

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 - Hand out description of the project

- Demonstrate how to create the flipbook: - Watch demonstration of how to create

Staple your sheets of paper together at the flipbook
top, then divide it into three sections and
cut the paper. Make sure not to cut all the
way to the top!

- Let students come up table by table to get - Come up to the front of the classroom and
their supplies get paper and scissors

- Monitor students as they work on their - Solve problems in small groups

projects
- Complete flipbooks individually
- Determine how much time will be needed
to complete project (another whole class
period? Half?)

- Instruct students to clean up supplies at - Clean up supplies

the end of class

-
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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