Dakota State University

College of Education  

LESSON PLAN FORMAT

Name: Kathleen Ballinger

Grade Level: 8th Grade
School: Chester Area School
Date: 10/21/2022
Time: 10:52am to 11:38am
Reflection from prior lesson
● I taught One-Step equations on Thursday. It is actually a review/warm up lesson(s) before we start
chapter three. When I started there were a few that were annoyed and making jokes and messing
around. Since it was a review from seventh grade, some were mad that we were doing this. Mrs.
McDonald and I had to pipe up and let them know that it was not appropriate behavior. I told them that
just because it was easy for them does not mean it is easy for everyone in the room. It is not okay to
make others feel lesser than because they do not catch on as fast or remember. Mrs. McDonald told
them that they should be grateful that we are reviewing at all because the book just starts at multi-step
equations with variables on both sides. So I then gave them an example and I said “For Ms. B this stuff
is easy and where the book started? That is easy too. Would it be very nice of me to teach you like it is
all easy for you too?” They agreed that it would not and that they were sorry. They quieted down and
listened for the rest of the lesson. They also participated in my lesson by answering questions. They
worked hard on the worksheet I handed out and they also asked questions. It started rocky but ended
well!
Lesson Goal(s) / Standards 
● 8.EE.7: Solve linear equations in one variable.
● 8.EE.7.b: Solve linear equations with rational number coefficients, including equations whose solutions
require expanding expressions using the distributive property and combining like terms.
● MP1: Make sense of problems and persevere in solving them.
● MP5: Use appropriate tools strategically.
● MP6: Attend to precision.
● MP7: Look for and make use of structure.
Lesson Objective(s)
● Students will solve and check two-step equations.
Materials Needed 
● Pencil
● Lined Paper
● Projector
● Computer
● Worksheet
● Calculator
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English
Language Learners), students on behavior plans, characteristics of the class such as talkative, high-poverty,
etc.)
● Period Schedule (45 mins)
● Engaged / Interactive
● Talkative
● Five Girls to Seven Boys
● Average Class size
● IEPs: three
● One Para
● 504s: none
● ELLs: none
Connection(s) to Research & Theory (what learning theory or research-based method supports your chosen
methodology or assessment?)
 ● Cognitivism:
○ Accretion would be aligning the instructional design with the curriculum design to provide the
easiest way for new schema to be formed. Or explaining the connection between lessons and
putting it all together.
○ Structuring would be the explanation of vocab and steps to achieve the desired outcome.
○ Tuning would be doing example problems with a walk through of steps in repetition. Trying to
take the new knowledge and use it so it can be stored.
A.  The Lesson 
 
● Introduction (5 minutes)  
○ getting attention: We are going to hand in our homework from yesterday over One-Step
Equations! Make sure your name is on it and pass it to the right.
○ relating to past experience and/or knowledge: Last year you learned about two step equations
and today we are going to do a refresher lesson! Both the One-Step and Two-Step lessons will help
us greatly in lesson 3.1!
○ creating a need to know: So today we are going to add one more step to solving our equations
similar to yesterday’s lesson.
○ sharing objective, in general terms: So we are going to get our variable alone in two steps and
check our answers!
○
● Content Delivery (20-25 mins)  
○ I will have a filled out copy of the notes next to me on the podium to double check myself and keep
on the right path
○ Click for Filled Out Notes (not inequalities - old notes being put to good use)
i. Students will follow along as I go through and write out what is above and ask questions
throughout the lesson while they are following along and taking notes with me on a black
piece of paper to put in their binders.
1. For Example: Through the problems I will ask how to get the variables alone and
what operations undo other operations.
ii. I will be projecting the notes on the pull down screen from a Fujitsu laptop and writing on the
screen as well as on the whiteboard if needed.
● Closure (rest of class)  
○ I will go and do one or two problems with them so they can get the hang of it.
○ They will have the rest of the period to work on the worksheet.
i. If they finish they can work on other homework or read their AR book!
○ I will be walking around to help them if they need it!
B. Assessments Used
● Worksheet

C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Blank set of the answer key to follow along with and fill out
○ OR filled out key to work with a para if needed
● Adaptations for those exceeding expectations
○ Once they finish their work mention solveme.edu.org
○ Allow them to help other students who have questions if they ask and can remain on task.
■ If they are on the missing list let them do other work
● Language Support (IF you have ELLs (English Language Learners))
○ Work with the ELL teachers to develop notes so that they can understand and assist them.

D.  Resources
● South Dakota State Standards for Mathematics
● Google Classroom
● Mrs. McDonald
● McGraw Hill - Teacher/ Student Editions (8th Grade)
● Learning Theories A to Z by David Leonard