CO- TEACHING LESSON PLAN

Co-teaching Model: Stations

Teacher 1: Peter Lewis Date: 1/30 and 1/31 Lesson Start and End Time:
Teacher 2: Scott Culley 42 min Period 1 (Day 1) and
Period 4 (Day 2)

Academic Area: Math Grade Level: 7th Co-op initials with date:

Pre-Instruction Planning
Topic
PA Anchor/Standard or Eligible Group 1:
Content CC.2.2.4.A.1
Represent and solve problems involving the four
operations.
Eligible Content:
M04.B-O.1.1.2
Multiply or divide to solve word problems involving
multiplicative comparison, distinguishing multiplicative
comparison from additive comparison.
CC.2.2.6.B.1
Apply and extend previous understandings of arithmetic to
algebraic expressions.
Eligible Content:
M06.B-E.1.1.2
Write algebraic expressions from verbal descriptions.

Group 2:
CC.2.2.6.B.2
Understand the process of solving a one-variable equation
or inequality and apply to real-world and mathematical
problems.
Eligible Content:
M06.B-E.2.1.4
Write an inequality of the form x>c or x<c to represent a
constraint or condition in a real-world or mathematical
problem and/or represent solutions of such inequalities on
number lines.
CC.2.2.7.B.3
Model and solve real-world and mathematical problems by
using and connecting numerical, algebraic, and/or
11/2023

Lesson Objectives
Materials
Planning for Learners
Differentiation:
Modifications/Accommodations: Accommodations:
graphical representations.
Eligible Content:
M07.B-E.2.1.1
Apply properties of operations to calculate with numbers in
any form; convert between forms as appropriate.
Group 1:
Following a brief period of instruction, the student will be
able to correctly solve word problems using multiplication
and division, achieving at least an 80 in IXL.
Following a brief period of instruction, the student will be
able to translate the written expression of an algebraic
expression to a numerical representation, achieving at least
an 80 in IXL.
Group 2:
Following a brief period of instruction, the student will be
able to employ inequalities to constrain algebraic problems,
achieving at least 80 in IXL.
Following a brief period of instruction and practice, the
student will be able to demonstrate that they can use
multiple mathematical operations in the same problem to
calculate numerical answers, achieving at least 80 on IXL.
Teacher 1 Teacher 2
iPads, lined paper, pencil, and calculators for each student.
Small whiteboard and dry erase marker.
IXL 4th Grade I.11 and 6th Grade Y.2
IXL 6th Grade BB.4 and 7th Grade D.12
Content: The student’s content will be differentiated
through the IXL skill that they practice in class. The
students will be broken up into groups as determined by a
CDT diagnostic that they have taken. These groups will
then receive miny lessons that help address math gaps that
those specific students have.
Students that are in need of more direct teacher support
will be seated near the teacher.
Students with a language barrier will have the questions
read for them as their need requires.
Modifications:
For students with language barrier, they will complete 6th
 Grade Y.4 and Y.5 to reduce the words, but still attain the
same goal.
Lesson Presentation Time Teacher 1 Teacher 2
Allotment

Introduction 5 min. Teacher 1 will call the students to attention and place a
problem on the board.
The students will then have 5 min to complete the problem.
Once this is done, the teacher will divide the class into
three groups. (5 min.)
Sequence of activities 32 min. Group 1: Group 1:
including The teacher will provide The teacher will provide
assessments explicit instruction and explicit instruction and
modeling for the students on modeling for the students
how to multiply and divide on how to multiply and
numbers from word divide numbers from word
problems, emphasizing the problems, emphasizing the
words per, product, quotient, words per, product,
and times. (5 min) quotient, and times. (5
min)
The teacher will then instruct
the students to open up IXL The teacher will then
th
4 Grade I.11 and attain, at instruct the students to
least, an 80. (15 min) open up IXL 4th Grade I.11
and attain, at least, an 80.
(Stretch) (15 min)
Students that complete I.11 will
be asked to move on to 6th (Stretch)
Grade Y.2, and attain, at Students that complete I.11
least, an 80. (12 min) will be asked to move on to
6th Grade Y.2, and attain, at
Group 2: least, an 80. (12 min)
Students in Group 2 will
work on 7th Grade D.12
while the teacher is providing
instruction for Group 1. (5
min)

The teacher will then instruct

the students, using explicit
instruction and effective
questioning to explain how
x>c or x<c provide a
constraint on a problem and
how that is then represented
on the number line. (8 min)

11/2023
 The students will then be
asked to complete IXL 6th
Grade BB.4, and attain, at
least, an 80. (19 min)
Lesson Wrap-up 5 min Teacher 1 will call the students back to attention and puzzle
on the board. He will also pass out a sticky note to every
student. The students will then attempt to answer the
problem. They will then get to vote on which tie Mr. Lewis
should wear on the following day. Those who get the
answer right will have their vote counted. Mr. Lewis will
wear the new tie on the next day. (5 min)
Self-Evaluation