SINGLE SUBJECT CREDENTIAL PROGRAM

MAED LESSON PLAN TEMPLATE FOR MATHEMATICS

Revised 01.05.18

Name CWID Subject Area

Paul Kim 802856187 Mathematics
Total
Class Title Unit Title Lesson Title Grade Levels Date
Minutes
Solving Systems by
Algebra 1 System of Linear Equations 9 and 10 104 10.29.19
Substitution
CLASS DESCRIPTION (including specific special needs and language proficiencies)
 This class meets in the morning during period 2
 Class meets 3 times a week (traditional on Mondays, block schedule on Tuesdays and Thursdays)
 35 students
 18 males to 17 females
 Majority of students are 9th graders (29) and about a handful are 10th graders (6)
 3 students with ADHD
 1 student with an IEP
 3 students with a 504
 3 English learners with proficiency levels ranging from Expanding to Bridging
 More than half are involved in sports or in activity at school (water polo, lacrosse, softball, volleyball, basketball, cheer, marching band,
football, drama, soccer, and wrestling)
 There is one student who nearly falls asleep in class often, a few students who are not motivated, and one student who can be disruptive
and needs to be reminded to raise his hand before he talks
 Desks are arranged in pairs to allow for pair activities and discussions
 Classroom management doesn’t seem to be an issue
STANDARDS, OBJECTIVES, & ACCOMODATIONS
A-REI
Common Core State Standards Addressed: Solve Systems of Equations.
CCSS Math 6. Solve systems of linear equations exactly and approximately (e.g., with
graphs), focusing on pairs of linear equations in two variables
Content Objective(s) SWBAT assess which variable to isolate in a system of linear equations before
(cognitive, psychomotor, affective) solving the system using substitution
Emphasis on the Academic Language
Active Learning
Assessing/Tapping Prior Knowledge
Building New Knowledge
SDAIE (Integrated ELD) Strategies for Collaborative Problem-Solving
developing knowledge in the content area Demonstration and Modeling
Graphic Organizers
Higher Order Thinking Skills
Questioning Techniques
Teacher is a facilitator of learning
Attend to Precision
Reason abstractly and quantitatively
Mathematical Practice(s) Addressed
Make sense of problems and persevere in solving them
Look for and make use of structure
Tier II (General Academic) Vocabulary Substitution
Tier III (Domain Specific) Vocabulary System of equations, coefficient
Part I: Interacting in Meaningful Ways
English Language Development Standards A. Collaborative
(ELD) 1. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic

Disciplinary Language Objective(s)
How do students know what Content Standards,
Language Standards, and Mathematical Practices
are being addressed?
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs
Student has ADHD and a 504 plan where
the focus area is in attention/focus.
Student has an IEP whose goals are in the
area of language (multiple meanings,
figurative language, inferencing) and social
skills (making relative comments,
participating in discussions).
Student has ADHD and has a 504 plan
where the focus area is in focus,
organization, and task completion.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
To determine if students are
familiar with and have an
EL
understanding of the word
“substitution.”
To determine if students are
able to substitute correctly as
PM well as be able to solve for the
variable correctly before
making the substitution.
To determine if students can
solve a system of equations
S Students will be asked to
using the methods of graphing,
elimination, and substitution.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does
TC will write the word “substitution” on
8 min
the board, and then ask: “What comes to
topics
3. Offering and justifying opinions, negotiating with and
persuading others in communicative exchanges.
B. Interpretive
5. Listening actively to spoken English in a range of social and
academic contexts
C. Productive
12. Selecting and applying varied and precise vocabulary and
other language resources to effectively convey ideas.
SWBAT explain their reasoning behind isolating a particular variable when
using the substitution method.
Will be written on the whiteboard.
Specific Accommodations Additional Information
Preferential seating near instruction (3 front rows-middle of
classroom); extra time on assignments (2 days); extra time on
tests (1.5); prompt to stay on task; clarify directions on longer
assignments; student can use hand stress ball in class (without
distracting peers)
Repeat directions; check for understanding; allow student to be
allowed to have a short break when teacher senses frustration
Prompt to stay on task/focus; preferential seating away from
distractions near instruction (if available, close to positive role
model); provide study guides when available; extra time during
Implementation Feedback Strategy How Informs Teaching
Students will listen to the
TC will emphasize frequently
viewpoints of other students
Think-pair-share followed by what it means when we
and the TC on what they know
whole-class discussion. substitute throughout rest of
about substitution to build
the lesson.
conceptual understanding.
TC will walk between groups
and check to see if students This informs teaching because
TC will be able to measure
are understanding the process. TC can see if students need
student understanding by
Ss will be given immediate more guidance and scaffolding
monitoring class discussions
verbal feedback for problems in certain areas of the
and group work when students
done in class. substitution method and clarify
work out the problems
those misconceptions in the
themselves.
following examples
If some students struggle, TC
Students will be given results will email parents and
of the exam and class time will encourage students to come in
Students will take a
be spent going over problems. during tutorial, lunch, or
paper/pencil exam with
afterschool tutoring for extra
multiple choice and free
assess their results to identify support. TC will also include
response questions.
where their strengths and extra practice in future
weaknesses lie. homework, lesson warm-ups,
and during tutorial.
Student Does
Students will think for a minute or so about everything they know about the word
“substitution” and write down anything that comes to mind on a piece of paper. After a
 mind when you hear the word few minutes of thinking and writing ideas down on their own, students will share their
‘substitution?’” TC will give students time findings with their partners. Then students will share their ideas with the entire class in
to engage in a think-ink-pair-share on whole-class discussion.
everything they know about this word
before facilitating whole-class discussion.
TC may provide some examples in real-life
(substitution when ordering food at
restaurant, substitution in sports games,
substitution when working out at a gym).
TC will describe the similarities of how the
word “substitution” used in real-life is
similar to how substitution is used in math.
TC will show some examples of
substitution using a T-chart.
Lesson Body
Time Teacher Does Student Does
6 min TC will hand out guided notes to the entire Students will be filling out the first example in the guided notes and use color pencils to
class along with colored pencils. TC will go make the substitution more explicit. Students will be solving out the problem with the
over the definition of substitution briefly TC. Then students will write down the steps that the TC is writing on the board.
before working out example 1 with the
class using color pencils to make the
substitution process clear. TC will go back
and write notes to describe the steps used
in the process.

6 min TC will repeat the process with example 2, Students will be following along with the TC and work out example 2. Students will also
solving the problem with input from help TC work out the problem.
students.

6 min TC will review the entire process of Students will be given some time to work out two examples of their own where the
example 2 before letting students work variable is already isolated and requires immediate substitution. Afterward, students
with their partners on examples 3 and 4. will be called on randomly to help with the steps in solving the problem. They will also
TC will be walking around assessing be checking their work as the TC works out the examples on the board.
student work and providing feedback.
After some time, TC will work out the
problems on the board with the help of the
class by calling on students randomly.

6 min TC will ask the class: “What should we do Students will engage in a think-pair-share where they figure out what to do when the
with this system of equations?” (referring variable isn’t already isolated. Students will then work out examples 5, where they are
to example 5). TC will give the students required to solve for a variable before making the appropriate substitutions, and then
some time to process the question before check their answers with the TC as they work on it together.
engaging in a pair-share. Then TC will ask
the class if they have any ideas how to
approach this problem. TC will work out
the problem with help from students. TC
will then go back and describe the steps
used to solve the system.

25 min Before doing example 6, TC will ask the Students will spend time in a think-pair-share trying to figure out what to do when none
students: “What should we do if we do of the coefficients are 1. Students will work out example 6 with the teacher providing
not find any variable with a coefficient of input as they get called upon randomly. Students will then work on examples 7 and 8
1?” TC will give students some time to with their partners.
think about it before engaging in a pair-
share. TC will ask guiding questions if
necessary. TC will explain using sentence
structure: “I would solve the {1st/2nd}
equation for {x/y} because…” TC will work
out number 6 as well and then go back and
describe the steps. TC will recap all of the
steps before letting students try 7 and 8
with their partners. TC will out 7 and 8
with the class after walking around and
assessing student work.
6 min Before doing example 9, TC will ask the Students will think and respond about which variable they should solve for in the
students: “Which variable should we solve system. Students will work out example 11 with the TC and provide input as they are
for here? Which equation should we called on randomly.
use?” TC will provide guiding questions if
necessary. TC will then solve the problem
with help from students.

6 min Before working out example 10, TC will Students will engage in a think-pair-share where they must figure out which variable
ask: “Which variable should we solve for they would solve for and provide justification. Students will work out the rest of the
here? Which equation should we use?” problem with the TC.
TC will provide students with sentence
structure: “I would solve the {1st/2nd}
equation for {x/y} because…” TC will ask
students to think-pair-share and facilitate
discussion. TC will make sure students
understand there are many possible
variables to solve for here. TC will work
out the problem with the class.

14 min TC will ask students to try 11 and 12 with
their partners. TC will walk around and
assess student work. After giving students
time, TC will work out the problem with
the class.
Students will work out examples 11 and 12 with their partners where they have to
decide which equation they want to use and which variable they will solve for. Students
will then help TC work out examples 11 and 12.

10 min TC will do recap of the method of Students will then solve a system of equations using all 3 methods before explaining in
substitution. TC will ask students to try to words which method they prefer and why. Students will share their results with their
solve a system using all 3 methods with partners. Students will share their reasons with the entire class after discussing with
their partners. TC will walk around and their partners.
assess student work. TC will work out the
problem with class before facilitating
whole-class discussion.

Lesson Closure
Time Teacher Does Student Does
TC will review the steps of the process of
substitution one more time. TC will remind
students that substitution is another
Students will be going over a quick review on substitution. If time permits, students will
method we can use for solving a system of
3 min think of any examples with their partners as to when substitution method would not be
equations. If time permits, TC may ask
ideal.
class: “Can you think of any examples
where substitution may not be the best
method to use?”
Instructional Materials, Equipment, and Multimedia
Guided notes, projector, projector screen, whiteboard, colored pencils, pen

Co-Teaching Strategies
☒One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES
TC planned this lesson with help from an Algebra I textbook.

Activities to Promote Student Engagement

☒Pair-Share ☐Restate ☒Sentence Structures ☒Graphic Organizers
☐Small Group Collaboration ☐Kinesthetic ☐Tech-based Formative ☒Random Student Selection
Assessments
Student Engagement Notes
Students will be engaging in think-pair-shares, pair-shares, individual and partner work when filling out the graphic organizer, and will be called on
randomly to help the TC work out problems with the class.