Technology-Integrated Lesson Plan: EME4406

Name: Grace Connolly

Subject: Mathematics
Topic: Using Technology to Explain Solving One Variable Equations
Grade Level: 6

Desired Results

Established Goal(s)/Content Standard(s):

 What relevant goals and standards will this lesson address? [Comes from professional
standards in your field]
1. MAFS.6.EE.2.5: Understand solving an equation or inequality as a process of answering a
question: which values from a specified set, if any, make the equation or inequality true? Use
substitution to determine whether a given number in a specified set makes an equation or inequality
true.
2. MAFS.6.EE.2.6: Use variables to represent numbers and write expressions when
solving a real-world or mathematical problem; understand that a variable can represent
an unknown number, or, depending on the purpose at hand, any number in a specified
set.

Understanding(s): Essential Question(s):

Students will understand that:  What provocative questions will
 What are the big ideas? The big ideas foster inquiry, understanding, and
are: transfer the learning? [What leading
1. Solving and utilizing one-variable questions can you ask of students to get them
equations to understand the Big Ideas? Address the
2. Utilization of technology heart of the discipline, are framed to provoke
 What specific understandings about and sustain students’ interest; unit questions
them are desired? usually have no one obvious “right” answer]
Ideally, students will understand how to
How and to what extent can we use one-
solve linear equations and understand that
variable equations in our everyday lives?
letters can stand for unknown quantities.
Aside from this, students will gain an
understanding of how to use video
software to effectively demonstrate their
thought processes.
 What misunderstandings are
predictable?
Multiple misunderstandings may stem from
this lesson, including but not limited to:

1
Understanding By Design – Backwards Design Process (Adapted Version)
(Originally developed by Grant Wiggins and Jay McTighe, 2002)
 - Extraneous components that may be
evaluated in student’s video software.
For example, students might question
whether organization of their video
presentation will be scored, or if the
presentation will solely be scored on
student’s description of and ability to
solve one-variable equations.
- Another misunderstanding that may
arise is the type of one-variable
equation they must show proficiency
solving: does it have to include
multiplication/division, or can it strictly
use addition/subtraction?

Learning Objectives:
Students will be able to:
 What key knowledge and skills will students acquire as a result of this unit? [These are
observable, measurable outcomes that students should be able to demonstrate and that you can
assess. Your “Assessment Evidence” must show how you will assess these.]
As a result of this lesson, students will be able to accurately explain how to solve one-variable
equations through a video tutorial.
As a result of this lesson, students will be able to apply one-variable equations to real life scenarios
during their video tutorial.
As a result of this lesson, students will be able to independently create a video tutorial using Adobe
Spark or imovie that showcases student’s learning.

 What should they eventually be able to do as a result of such knowledge and skill?
[Your “Learning Activities” must be designed and directly linked to having students be able to achieve
the understandings, answer the essential questions, and demonstrate the desired outcomes]
Students should be able to solve a one-variable equation and relate variables to real-life factors.

 Include verbiage from Bloom’s Taxonomy and Bloom’s Digital Taxonomy to represent
lower to higher-order thinking skills.

2
Understanding By Design – Backwards Design Process (Adapted Version)
(Originally developed by Grant Wiggins and Jay McTighe, 2002)
 Assessment Evidence

Performance Task(s): Other Evidence:

 Through what authentic  Through what other evidence will
performance task(s) will students students demonstrate achievement of
demonstrate the desired the desired results? [Includes pre-
understandings? [Authentic, assessment, formative assessment, and
performance based tasks that have summative assessment evidence. Can be
students apply what they have learned and individual or group based. Can include informal
demonstrate their understanding. Designed methods such as thumbs up, thumbs down, and
at least at the application level or higher on formal assessments, such as quiz, answers to
Bloom’s Taxonomy.] questions on a worksheet, written/recorded
Creation of a video tutorial using either reflection, essay, etc.]
Adobe Software or imovie Throughout the lesson, I will enforce “check-
ins” in which students give me a thumbs up or
 By what criteria will “performances
thumbs down regarding their understanding of
of understanding” be judged?
the material. I will also incorporate a “kahoot”
[Rubrics can be used to guide students in
that allows students to practice problems while
self-assessment of their performance]
simultaneously giving me a method of gaging
Equation of student choice involves one
students’ understanding.
variable (1 points)
Student explains how to solve one-variable
equation of their choice through a step by
step procedure (3 points)
Student accurately evaluates the one-
variable equation, reaching the correct
answer (3 points)
Student accurately applies their equation
to a possible real-life situation, choosing a
sensible and realistic factor for their
variable to represent that they explain in
their tutorial (5 points)
Student’s video tutorial is clear and
coherent (3 points)

3
Understanding By Design – Backwards Design Process (Adapted Version)
(Originally developed by Grant Wiggins and Jay McTighe, 2002)
 Learning Plan

Learning Activities:
[This is the core of your lesson plan; organize this section by providing an outline of the number of days for your
lesson and the time increments for each instructional activity within your lesson (see example lesson plans in the
course Assignment); incorporate the following details somewhere in this section (does not have to be done in a
bulleted list in the order shown here); There is no requirement for length of lesson, but since the goal is to
transform student learning, consider that your lesson should take longer than 1 class period of 45 minutes in
length.]
W= Where the unit is going?
H= Hook and hold interest
E= Equip all students
R= Rethink and Revise their understanding
E= Evaluate their work
T= Tailored learning (personalization to needs)
O= Organized to maximize engagement
Day 1.
9:00 am- 9:05 am: Play the following introduction video for the students
https://spark.adobe.com/video/GhJutl1VdAsUx beware to warn students ahead of time that
“…it is okay if this video is confusing right now; this is the content we will learn, you are not
currently expected to know this. Rather, this video should just serve as an introduction.”
9:05- 9:10 am: Engage students in an open discussion, asking the following questions:
1. Have any of you ever solved a math equation that incorporates letters?
2. Can you think of a situation in which it may be practical to use letters to represent a given
factor?
9:10-9:20: Write the following example on the board: Imagine the letter “x” represents shirts.
If each shirt is 5 dollars and we have 25 dollars total, how many shirts can we buy? Give
students 10 minutes to try to figure out how we would write this equation, informing
students they do not need to solve it. Rather, they should just write out what they think the
equation may look like.
9:25-9:30: Use “think-pair-share” to give students an opportunity to share their thoughts on
how the equation would look with their peers.
9:30-9:40: Write the correct equation on the board “5x=25” and explain to students how we
reached that conclusion, using the following logic, “I want you to think of this equation as
though there were no variable right now; solely focus on which operations must be used to
solve this problem: will it be addition, subtraction, multiplication, or division? We know it will
be division because we already have a total amount, and are being asked to separate that
amount into equal parts of 5, considering that every shirt is not a different price. Rather, each
shirt is 5 dollars so we will divide our total into equal groups of 5. The word total is a key
word.” Hand out the following handout to students, instructing them that this handout will
help them figure out which operation to use in situations like these:
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Understanding By Design – Backwards Design Process (Adapted Version)
(Originally developed by Grant Wiggins and Jay McTighe, 2002)
 Learning Plan

Technology Integration Strategies

ISTE Student Standards:

 Which ISTE Student standard(s) is this lesson targeting? Give a rationale for each one
that applies.
This lesson is targeting the empowered learner. Because this lesson gives students’
the autonomy to choose the type of software, as well as the type of equation and their
process for how they will go about solving it within the tutorial, it encourages students
taking an active role in their learning. Additionally, “Students…demonstrate the ability
to choose, use and troubleshoot current technologies and are able to transfer their
knowledge to explore emerging technologies,” (ISTE). In other words, through
students using whichever software they choose, they must learn how to effectively
utilize the technology to create an organized, logical finished product while
overcoming any obstacles they encounter regarding their technology along the way.
Thus, one could also argue that this lesson also targets the creative communicator,
since students are choosing their tools/platform that they believe will most
appropriately convey their desired purpose.

P21’s Framework:
 Which of the 4 C’s of 21st-century learning does this lesson promote? Give a rationale
for each one that applies.
This lesson promotes both critical thinking and creativity. To explain, by thinking up
their own equation and how it relates to the real-world, students must think critically,
as they are no longer just solving the equation that is posted on the board, or merely
memorizing the steps to solve one-variable equations. Rather, they are taking things a
step further. Additionally, through making a video tutorial start to finish, students are
using their creativity.

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Understanding By Design – Backwards Design Process (Adapted Version)
(Originally developed by Grant Wiggins and Jay McTighe, 2002)
SAMR Model:
 Give a thorough explanation of how the technology in this lesson Transforms student
learning via Modification or Redefinition.
Technology in this lesson redefines student learning, as students create an entirely
new product using technology- a video tutorial to be exact. In other words, rather
than using an already existing technological resource, such as a virtual textbook, to
learn the material, students are creating an entirely new technological product that
enhances their understanding of solving one-variable equations and connecting them
to the real world. Students then share their new technological products with others
through presentation of their video tutorial.

6
Understanding By Design – Backwards Design Process (Adapted Version)
(Originally developed by Grant Wiggins and Jay McTighe, 2002)