Name: Abigail Wallace
Lesson Title:
Solving Equations with Parenthesis
Unit Level Goals:
Solving Linear Equations
State Mandated Standard(s):
MGSE9-12.A.APR.1 Add, subtract, and multiply polynomials; understand that polynomials form a system analogous to the integers in that they
are closed under these operations.
MGSE9-12.A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear.
IEP Goals to be Addressed in Lesson
Setting up and solving 1-step or multi-step equations using guided steps and partial support from the teacher.
Lesson Objectives:
At the conclusion of the lesson, the students
will be able to solve problems of equations
with parenthesis using guided steps and
partial support from the teacher.
Planned Supports:
Differentiated Instruction Strategies:
Grade: 9th Grade Subject: Algebra 1
Date: 9/28/21
Assessment(s): Planned Feedback:
Warm-up activity review problems are graded Verbal feedback when going over the warm-
for formal assessment on understanding up questions, drawing specific attention to
polynomials. Informal assessments include; misunderstandings or important steps the
practice questions after teacher demonstration, students point out, written feedback through
"think-pair-share" questions where students grading of the warmups, and verbal feedback
work in pairs, and independent practice where when helping on individual practice,
the teacher circulates to check for accuracy. addressing how well the students are
All problems assigned for practice are directly performing on the problems and offering aid
correlated to the standards of the lesson. and guidance on some struggling or needing
assistance.
Weekly agenda uploaded into teams with notes, videos of the lesson, and practice sheets are
uploaded for extra support, refreshing, or as a support for digital text and auditory/visual
stimulation. IXL is also assigned for this lesson, in which problems vary in rigor based on the
students’ answers as they progress.
Differentiation in the content through building on knowledge starting with operations with
polynomials, then into the lesson of solving equations with parenthesis. The material will be
taught and practiced through whole group, small group, and then independent practice in class.
Additionally, there will be a video lesson on teams (a School-wide student portal for classes
where teachers upload assignments, notes, supports, etc..) for student support.

Planned Collaboration with Others:
Management Considerations
Introduction to Lesson/Activate Thinking:
Body of Lesson/Step-by-Step
Procedures/Teaching Strategies
Learning will be measured through the completion of the independent worksheet, IXL
assignment, and warm-up. Independent practice and IXL are graded on completion and warm-
up activity is graded on accuracy. IXL is assessed based on student readiness, thus the product
of the assignment varies based on skill, readiness, and rigor.
Algebra 1 math team co-collaborates on the lesson and warm-up activities, both co-teachers aid
in the implementation and planning of the lesson, Special education teacher provides insight
and information of the previous days’ lesson and progress, General education teacher co-
teaches lesson through the supportive role of listening and providing thoughtful commentary
and input.
Transitioning from the warm-up to the notebook work, making sure everyone has their math
notebooks and has completed yesterday’s work for checking, as well as writing notes of the
lesson topic. Behaviors to keep in mind would be making sure attention, participation, and
outbursts are maintained by often asking questions for redirection and walking around during
independent practice to maintain on-task activities and attention of the students.
Hook:
Warm-up problems of reviewing operations with polynomials, Students have 5 minutes to
complete the four problems, warm-up questions are then reviewed by guided practice on the
board by the teacher and asking for any questions, misunderstandings, or confusion.
(10 minutes total)
Connection to Background knowledge or Previous Learning:
Operations with polynomials was the previous week's lesson, thus drawing upon students’
previous knowledge for skill development and conceptual understanding. Today’s lesson of
solving equations draws upon students’ previous learning because it incorporates operations
with polynomials into 1 and 2 step equations, all of which they have learned previously in the
week.
Introduce and Model New Knowledge:
1. Students will write the steps of solving equations with parenthesis in their notebooks. (SpEd
students may be given a copy of the notes to place in their notebooks "if" they do not complete
in a timely manner.)
2. Practice problems will be modeled by the teacher, and students will observe and write the
problems in their notebooks. Direct instruction is used in explaining the standard and its
 material, as well as in working through practice problems (15 minutes)

Guided Practice:
Additional practice problems will be assigned, and students will be given an opportunity to
solve the problems using partners (and the teacher) for guidance when needed. After each
problem, the teacher will review the problem with the whole group clarifying any questions or
misconceptions. (5 minutes).

Independent Practice:
Students will be given a worksheet to practice the standard objective. The teacher will walk
around the room offering support as needed. Enrichment and remediation are supported
through student use of Teams, where guided practice, video lessons are uploaded as well as
IXL assignment on the standard for independent study. (20 minutes)
Lesson Closure:
Review Standard/Summarize Learning:
After independent practice, the closing is stating a common mistake when solving equations, in
which the students can relate to their 1-2 step equations or equations with parenthesis in
solving problems. (5 minutes).

Connection to Tomorrow’s Lesson:

Tomorrow’s lesson is solving proportion equations, building on prior knowledge of solving
equations, and utilizing the 1-2 step equation procedures.
Notes: The guided notes went well, and attempts at individual and whole group example problems
were effective, however ensuring that all students participate when the lesson is brought back
for the whole group and not just those that regularly do is an important strategy to uphold.
Moreover, many students do not complete or attempt the warm-up, thus converting warm-up
questions into an engaging activity would be a modification to look into.