Lesson Plan Template

Teacher: Susie Hanson

Subject: Algebra 1
Lesson Title: Creating and Solving Equations from Verbal/Written Descriptions

Classroom Details Content Details

Time: 50 minutes
Equipment: SmartBoard, Math Journals
Resources: Daily goals, writing prompts, math
operation chart, Think-Pair-Share Worksheet, Exit
Ticket
Grade: 9th Grade / High School
Standard(s): CC A-CED.1 Create
equations that describe numbers or
relationships. 1. Create equations and
inequalities in one variable including
ones with absolute value and use them
to solve problems.
Objective: The student will be able to
use an equation to model and solve a
real-world problem.

Time Lesson Element What is the What are the Notes / Tips
in teacher doing? students doing?
mins
.
5 Student Friendly Stating student Writing down the
mins. Objective daily goals three daily goals as a
By the end of the journal entry
lesson you should
be able to…
1. Translate the
problem
2. Write the
equation
3. Solve the
equation
5 Link to prior Provide two Responding to each What does it
mins. knowledge writing prompts prompt in their mean to translate
(pre-assessment) for students to math journals. something?
respond to in
their math Participate in a class Why is it
journals. discussion about important to
how they responded translate
Lead and to the writing something?
moderate class prompts.
discussion based Teacher will
on writing Respond to the encourage the use
prompts classroom discussion of different ways
in their journals, if to respond during
 Encourage desired. this section.
students to add Teacher may ask
to their journal students to draw
entries with new a picture or
information diagram of
based on the something from
class discussion the discussion, or
write words that
something makes
them think of, etc.
6 Input / Modeling Discussion Complete a chart Total, and sum,
mins. leading: that has words are the same thing
Translating in connected to the as addition
math is very correct math
similar to operation for those Minus and
translating a words. difference, are the
spoken language. same as
Complete an exercise subtracting
Lesson leading: translating written
In solving word words and terms into Times, product,
problems in parts of a math and percentage of,
math, we must equation are the same as
translate the multiplication
words in the Contributing input to
problem into our the class discussion Ratio of, or
math language. and information to quotient, are the
Then we can add to my exercise same as division
write the chart on the board
equation and
proceed to work
out the solution
to the problem.

Review some
terms that
students have
prior experience
with.
1 Transition The first step of Deep breathing
mins. solving a word exercise to move
problem is from input/modeling
translating a into the guided
problem into practice section
something that
we understand

2
10 Guided Practice Linking word Students are writing This section will
mins. (checking for terms in math to the problems down, use a specific
understanding) their functions. and working the formula during
problems on their the guided
Providing a series papers, while we practice:
of example solve the problems
problems to together. Initial value + the
introduce the rate of change =
important terms Learning the terms the total value
to translate in the formula
(initial value, rate of Example: A
Use problem change, total value) plumber charges
diagraming to $40 for making a
highlight the Begin to translate house call, plus
parts of each word problems. $75 for each hour
word problem he works. On one
and then Add journal entries job, he charged
translate each for the three terms $415. For how
section, followed many hours did
by writing and he work on this
solving the job?
equation.
1 Transition Introduce the Get into assigned Make
mins. think, pair, share pair groupings adjustments as
worksheet needed to
exercise Clear desks of accommodate
everything other missing partners,
than their exercise etc.
page and pencils
15 Independent Teacher is Students will work Think-pair-share
mins. Practice moving through on one problem and word problem
(ongoing the classroom to solve it worksheet.
assessment) assess how the independently.
practice is going.
When both students
Teacher is in a pair complete a
providing input, problem, they pair
feedback, or up to share how they
guidance to move translated and
students toward solved the problem.
the solution. This
might include If students have
rewording the different answers, or
question, asking if both answers are
additional incorrect, they will
questions to discuss the problem

3
 guide their together, with
discussion and teacher moderating,
problem solving, as needed, to
or even asking translate and solve
what the outcome the equation
is if they move correctly.
forward with the
work as they have Students move on to
translated and/or the next question
set up the independently after
equation. the think, pair,
share of the previous
problem is complete.
3 Transition Lead the class in Students are
mins. translating one participating by
final word raising their hands
problem to provide input to
(together) to each stage of the
restate some translation, set up
terms and and solving of the
reinforce the equation.
lessons’
instruction and
seek student
participation.

Ask students to
provide the
translation for
each of the
problem’s
statements.

Ask students to
provide the
proper set up of
the equation on
the page using
the statements
that are
translated.

Ask students to
provide the
answer to the
equation

4
4 Closure Provide a word Student will print Exit ticket:
mins. (post-assessment) problem “exit their name on their Jose currently has
ticket” to each exit ticket and then $50. He gets $10
student translate the word per week for
problem into the allowance. Jose is
correct equation. saving up for a
Students turn in the new bike which
work completed on costs $120. Write
their exit ticket the equation to
prior to leaving the determine the
class at the end of number of weeks
class. that Jose must
save to afford the
new bike.