Secondary Mathematics

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Respond to the prompts below (​no more than 9 single-spaced pages, including prompts​) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[The central focus and purpose of these three lessons is for students to build knowledge about
solving systems of linear equations using three different methods starting with the method of
graphs, continuing with the method of elimination, and finally concluding with the method of
substitution.]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address
◼ conceptual understanding,
◼ procedural fluency, ​AND
◼ mathematical reasoning and/or problem-solving skills.
[My standards and learning objectives are very similar across my three lesson plans and they
help develop conceptual understanding through identifying the parts of the slope-intercept form
and how the y-intercept and slope are interpreted and translated into a set of two lines resulting
from each equation. Through the implementation of lesson 1, in which my learning objectives
include “Students will be able to identify the solution of a system of equations by graphing”;
students will acquire conceptual understanding about how to represent these equations
graphically. Next, to build procedural fluency, students will be introduced into the methods of
Elimination and then Substitution. In these lessons, the learning objectives include “Students will
be able to solve systems of linear equations by using the elimination method” and “Students will
be able to solve systems of linear equations by using the substitution method.” Procedural
fluency is acquired through the introduction of the methods separately in two different lessons.
Then, after students are guided through few examples in each lesson, they are required to work
in their classwork within their small heterogeneous groups to provide each other with crucial
feedback as well as to deepen their conceptual understanding by collaboratively working with
each other. While doing so, students enhance their mathematical reasoning and continue to
grow their problem-solving skills through the use of repetition, peer-to-peer instant feedback,
and constant practice.]
c. Explain how your plans build on each other to help students ​make connections
between concepts, computations/procedures, ​AND ​mathematical reasoning or
problem-solving strategies to build understanding of mathematics.
[By introducing the graphing method, elimination method, and substitution method in this
particular order students make the connection that systems of linear equations can be solved in
a variety of ways ​which directly ties to the central focus​. First, when graphing, students visually
see the intersection of the lines i.e. the solution of the system of equations by identifying the
y-intercept and slope of the equations and how they are translated into the lines of their
corresponding linear equations. Next, when students are introduced to the elimination method,
they acquire a more abstract knowledge of solving the systems of equations algebraically ​by

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 Secondary Mathematics
Task 1: Planning Commentary

following an order of operations to enhance mathematical reasoning​. Finally, by introducing the

substitution method, students can observe that systems of equations can be solved
algebraically in more than one way. Thus, the students make the connection that the skills
acquired to perform the elimination method can help them master the substitution method as
well. ​Acquiring mathematical knowledge about solving systems of equations in three different
ways enhances students’ problem solving skills by analyzing which method would work best
according to a given problem.​ Some of the strategic questions that I am using that lead the
students to make vital connections ​to the central focus ​are as follows. In lesson 1, one of my
repeated questions is “4. Is there a solution to the system of equations? If so, what is it?” By
posing this question, students become aware that the solution of the systems of equations is a
set of coordinate points in the form (x,y) which is also the point where the two lines intersect.
Next, in my lesson 2, the idea of finding such coordinate is carried out by means of performing
algebraic computations of solving the system of equations through the method of elimination.
For example, question 1 asks students to find the solution of the systems of equations 3x ​+ y​ =
-21 and - x ​- y ​= 5. By strategically writing ​+y and -y​ in bold letters, students can visually see
that those two terms are additive inverses of each other, or opposite terms, and that they can be
eliminated when combined. Then, in lesson 3, students are presented with a very similar
structure of their classwork in order for students to develop the habit of reading and interpreting
the given steps first, and then proceed to solving the systems of equations through a process of
constant repeated mathematical reasoning; in this case, by applying the method of substitution.
Example 1 asks students to find the solution of the system of equations ​y = 6x - 11​ and -2x - 3​y
= -7. Again, using the same strategy of writing these terms in bold letters, students are able to
make the connection that the first equation will be substituted into the y variable of the second
equation as follows: -2x -3(6x - 11) = -7. From there, students can put in practice skillful
problem-solving strategies in order to combine like terms, solve for the desired variables, and
finally identifying the solution in coordinate form.]

2. Knowledge of Students to Inform Teaching

For each of the prompts below (2a–c), describe what you know about ​your​ students ​with respect to
the central focus​ of the learning segment.

Consider the variety of learners in your class who may require different strategies/support (e.g.,
students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
a. Prior academic learning and prerequisite skills related to the central focus—​Cite
evidence of what students know, what they can do, and what they are still learning
to do.
[In prior lessons, my students were able to create a linear equation based on a short scenario.
For example, I would pose the scenario, “You already sent $130 to your country. After that, you
will send $70 every month. What is the resulting equation?” which was my question on my Do
Now Lesson 1.​ Students know how to,​ and were able to, create the equation y = 70x + 130
using different methods. For example, some students required the scaffold of creating a
two-column chart for x and y values; they identified the x column as the “months” and the y
column as the “money sent.” They started with month 0 to which they associated with $130
which corresponded to the money previously sent. Next, they proceeded to add another line for

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 Secondary Mathematics
Task 1: Planning Commentary

months 1, 2, 3, etc. For the y-column they consecutively added 70 to each line obtaining 200,
270, 340 respectively. From there, they were able to recognize 70 as the slope and 130 as the
y-intercept. In contrast, others were able to identify the slope and the y-intercept automatically
right from the initial problem. My students have also learned how to plot points in a coordinate
plane, as well as being able to recognize the parts of the slope-intercept form y=mx+b where b
is the y-intercept and m is the slope of the line. In addition, ​another skill that they can do​ is
verifying their results using technological resources such as Desmos to graph their equations in
their personal laptops. Also, in the previous unit: Evaluating Linear Equations, students were
able to evaluate an equation given a value for one of the variables. ​One of the things that they
are still learning to do ​is being able to identify which opposite operation they need to do in order
to solve for a variable. For example, in the equation 2x + 5 = 25. Some students struggle to
recognize that subtracting 5 from both sides is the first operation followed by dividing by 2 as the
second operation in order to solve for the value of x.]
b. Personal, cultural, and community assets related to the central focus—​What do you
know about your students’ everyday experiences, cultural and language
backgrounds and practices, and interests?
[I know that​ all of my students are immigrants from different parts of the world. I have students
from Mexico, El Salvador, Guatemala, Honduras, Nicaragua, Brazil, Chile, Yemen, India, and
The Philippines. They all speak different languages, some students are fluent in two or more
languages besides learning English. The​ languages ​spoken in my classes are Spanish,
Portuguese, Mam (which is a variation of mayan), Tagalog, Punjabi, Nepalese, and Arabic. All
of my students qualify for the Free Lunch Program. A lot of them work after school and during
the weekends to support their families economically. One thing that is common among the
students in my class is the fact that they and their families send remittances to their countries of
origin because of the family ties that they still have there. These 3 lesson plans (solving systems
of equations graphically, by elimination, and by substitution methods) serve as an introduction
for future lessons in which students will receive a short hypothetical scenario describing a
situation (framed in word problems) in which the student is required to find out how much money
is sent to their countries. For example, Ricardo has $20 and $10 dollar bills. This month, he sent
60 bills and a total of $1,000. How many $20 dollar bills and $10 dollar bills did Ricardo send to
Guatemala? By having the skills learned in these lessons, students will be able to deduce the
resulting systems of equations which is x + y = 60 and 20x + 10y = 1,000. From there, students
can apply mathematical reasoning and problem solving skills to solve the system using the
method of their preference.]
c. Mathematical dispositions—What do you know about the extent to which your students
◼ perceive mathematics as “sensible, useful, and worthwhile”1
◼ persist in applying mathematics to solve problems
◼ believe in their own ability to learn mathematics
[I have a wide range of students with different mindsets. Some students have a fixed closed
mindset and it is really hard for them to believe in themselves. I have seen some students take
the risk of working on a problem on their own and then they give up because they could not
finish it. Others, however, have a growing open mindset and it is perceived by seeing them

1
From The Common Core State Standards for Mathematics

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 Secondary Mathematics
Task 1: Planning Commentary

constantly persevering in working on their problems. They accept their mistakes as an area of
improvement, rather than a failure. In general, my students accept the challenge of persevering
in the work and they recognize that the skills learned in my class will be useful in their everyday
lives. ]
3. Supporting Students’ Mathematics Learning
Respond to prompts below (3a–c). To support your justifications, refer to the instructional materials and
lesson plans you have included as part of Planning
Task 1. In addition, ​use principles from research and/or theory to support your
justifications.

a. Justify how your understanding of your students’ prior academic learning; personal,
cultural, and community assets; and mathematical dispositions (from prompts 2a–c
above) guided your choice or adaptation of learning tasks and materials. Be explicit
about the connections between the learning tasks and students’ prior academic learning,
their assets, their mathematical dispositions, and research/theory.
[By considering my students’ prior knowledge and cultural backgrounds, as well as keeping in
mind that all my students are English Learners, I acquired a better insight about how to adapt a
lesson of solving systems of equations in terms of something that is relevant to them. I decided
to use their assets as being immigrants from different countries by using remittances as a frame
to create equations. In order for students to finally be able to solve word problems in which they
need to create and solve systems of linear equations, first they need to be introduced to the
different methods of solving them such as the graphing method and the methods of elimination
and substitution. They need to be familiarized with the vocabulary used and the strategies used
in order to tackle the problem. For these lessons, however, I am using the ​Attack Strategy​ which
is a research based strategy which consists of “an ​easy-to-remember series of steps students
use to guide their approach to solving word problems” as presented by Sarah Powell and Lynn
Fuchs in their article “Effective Word-Problem Instruction: Using Schemas to Facilitate
Mathematical Reasoning” ​]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for ​the whole class, individuals, and/or groups of students with specific
learning needs​.

Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[ I do not have any students with IEPs or 504s. However, all of my students are classified as
English Learners. Therefore, the strategies and planned supports are appropriate for the whole
class. In general, I follow the instructional practices from the Internationals Network for Public
Schools that I have learned from their professional development sessions. Their model of
instruction is highly based on project inquiry-based learning with the goal that English Learner
students can have access to the content while expanding their English language skills. More
information can be found in their website. One of the strategies that I encourage to facilitate in a
weekly basis is the Give One, Get One strategy in which students work collaboratively with one
another by sharing their problems with each other. In practice, they practice their mathematical

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 Secondary Mathematics
Task 1: Planning Commentary

reasoning by solving the problems but also the speaking piece allows them to practice their
English in a safe learning environment.]
c. Describe common mathematical preconceptions, errors, or misunderstandings within
your central focus and how you will address them.
[ ​Common misunderstandings​ of lesson 1 in which students are sketching lines to discover the
point of intersection, or solution, is that they can be confused between starting with the y-axis or
the x-axis. In order to address this common misunderstanding I will remind students to label
their axes correctly. By doing this they can associate the y-axis with the y-intercept. This
knowledge forms the basis for sketching the lines resulting from the systems of equations which
eventually reveals the intersection of two lines i.e. their solution. During the second lesson, one
common misunderstanding​ is misidentifying (or confusing) the pair of inverse (opposite) terms
eligible for elimination. One of the ways in which I am addressing this confusion is by
highlighting in bold letters the terms that can be cancelled at the beginning of their classwork
assignment. As students continue working on their classwork assignment, this scaffold is
progressively taken away until the students are able to find the opposite terms entirely by their
own.
A similar​ misconception​ in lesson 3 can be identified. In this lesson, one​ common
misunderstanding​ is substituting the equation for the erroneous variable. For example, in the
system of equations ​y = 6x - 11​ and -2x - 3​y​ = -7, students can mistakenly substitute y = 6x - 11
in place of the x in the term -2x instead of accurately replacing it in the term -3y. Again, one way
in which I will address this misunderstanding is by writing in bold letters what needs to be
substituted. In addition to these ways of addressing these misconceptions and to provide
access to my English Learner students, they will use the strategy of Think-Pair-Share when
presented with the visuals for discussion. I will allow students to think and discuss in their
groups for one minute about why is it logically possible to eliminate the +y and -y terms. To
deepen their understanding and to address the group needs, students are strategically seated in
small heterogeneous groups to encourage student collaboration. Groups are composed by 3 to
4 students. During independent practice, students will put MP1 in practice by making sense of
the problems and persevere in solving them. Similarly, by practicing different problems students
will be able to look for and make use of structures as presented in the MP7. In addition, by
consecutively practicing similar problems, students can experience regularity in repeated
reasoning as expressed in the MP8. ]
4. Supporting Mathematics Development Through Language

As you respond to prompts 4a–d, consider the range of students’ language assets and
needs—what do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. ​Using information about your students’ language assets and
needs, identify ​one​ language function essential for students to develop conceptual
understanding, procedural fluency, and mathematical reasoning or problem-solving skills
within your central focus. Listed below are some sample language functions. You may
choose one of these or another language function more appropriate for your learning
segment.
Compare/Contrast Justify Describe Explain Prove

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 Secondary Mathematics
Task 1: Planning Commentary

Please see additional examples and non-examples of language functions in the glossary.
[The ​language function​ that I chose is ​identify​. This is exactly my language function to my first
lesson plan. For the other two lessons, I used solve as my language function which is more
appropriate for those lessons. In my lessons, however, identify is a language function that
transcends across my three lessons because in the first one students are able to identify parts
of the equation y=mx+b i.e. students will be able to identify the slope (m) and y-intercept (b) and
how these values are represented in a graph. In the second lesson, students can ​identify​ the
additive inverse terms that are necessary to perform to solving of the systems of equations by
the elimination method. Finally, in my third lesson, students need to ​identify​ the equation with
the isolated variable so that they can substitute it in the second equation to solve the systems of
equations. ]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[ In my Lesson 2, problem 2 for example, the system of equations is ​-4x​ - 2y = -12 and ​4x​ + 8y
= -24. In this particular example, the additive inverse terms are -4x and 4x which are clearly
shown in bold letters. By providing this form of scaffold, students can visually identify the two
additive inverse terms that can be eliminated when combined. The rest of the problems in that
worksheet follow a similar structure up to problem 5. Problem 6 and above do not have this
visual aide so that students can have an opportunity to practice these problems entirely by their
own.]
c. Additional Language Demands. ​Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:
◼ Vocabulary and/or symbols
◼ Mathematical precision2 (e.g., using clear definitions, labeling axes, specifying units
of measure, stating meaning of symbols), appropriate to your students’ mathematical
and language development
◼ Plus ​at least one of the following:
◼ Discourse
◼ Syntax
[ ​Vocabulary words​ in these lessons include, but are not limited to, ​slope, y-intercept, linear
equations, slope-intercept form, graphing, ​terms, solve, opposite terms, additive inverse terms,
solution, elimination, and substitute, and substitution. To address ​mathematical precision​, I am
using the definition of Substitution as follows: “(​noun)​ A strategy for solving systems of
equations that include solving for one variable and replacing that solution to find the other
variable.” This visual is presented to my students in my Google Slides of Lesson 3. In my lesson
plans, it can be found on lesson 3 ​Figure 3​. In terms of ​syntax​, students must correctly solve
the systems of equations by aligning the two equations according to the equal (=) sign. Once
students are able to identify the isolated equation. Then, they will substitute this expression to

2
For an elaboration of “precision,” refer to the “Standards for Mathematical Practice” from The Common Core State Standards for
Mathematics (June 2010), which can be found at ​http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf​.

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 Secondary Mathematics
Task 1: Planning Commentary

solve it. Finally, they will use this result to substitute it back in one of the original equations and
solve for the other variable. ]
d. Language Supports.​ Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
◼ Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary and/or symbols, mathematical precision, discourse,
or syntax).
[One of the​ language supports​ that I will implement in Lesson 3, for example, is providing
students with a box in their worksheets to write the definition of the vocabulary word
“Substitution” followed by an example of how the word substitution can be used. Then, they will
be completing the missing words in the steps section of the second example using the first
example as a model. This is a way to provide sentence frames to students to explain how the
word substitution can be used. ]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.

a. Describe how your planned formal and informal assessments will provide direct evidence
of students’ conceptual understanding, procedural fluency, ​AND​ mathematical reasoning
and/or problem-solving skills ​throughout​ the learning segment.
[ I will be using formative assessments in the form of an exit ticket in all my three lessons. My
questions for the first exit ticket are: “Find the solution of a system of equations by ​graphing​: y
= x + 7 and y = 6x + 2. Is (2,5) a ​solution​ to the system of equations? Why? Why not?” For the
second lesson, the questions are: “Why do you think this method is called Elimination method?,
Find the solution of the following system of equations by elimination method: 2x-3y=8 and
4x+3y=16” For the third lesson, the questions are “​Why​ do you think this method is called
Substitution Method​? and find the solution of the following system of equations by
substitution​ method: x - 2y = 8 and x = 5 - y.” In all three lessons, I am including a problem
that is representative of its corresponding lesson. By doing this, students get an opportunity to
practice their mathematical reasoning and to evaluate their conceptual understanding of the
lesson. In addition, students can further practice their procedural fluency by solving these
problems. ]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.

Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[I currently do not have any students with IEPs or 504s. However, all my students are English
Learners; therefore, my assessments are adapted to reach their needs as emergent bilinguals
where 96% of the students are Spanish speakers.The exit tickets are designed for students to
demonstrate language and content comprehension. I will present the exit ticket question in two

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Task 1: Planning Commentary

formats: they will all receive a hard copy of the exit ticket in a piece of paper with the questions
printed on it; and, also they will see the questions posted on a Google Slide. For the exit ticket
1, students will have a sentence starter displayed on my Google Slides so that they can have a
way to start answering the question. They can copy it in their individual exit ticket slips making
sure to fill in the blanks. Also, I will read the questions in both English and Spanish for a clearer
understanding of what they need to do. A 5 minute countdown video will be displayed on the
Google Slide for students to be aware of time progression. In my second and third exit tickets, I
am following a similar structure that I am using for my exit ticket 1 with the questions printed on
their piece of paper as well as posted on my Google Slides. However, in my exit tickets of
Lessons 2 and 3, I am increasing the font of the system of equations for clearer visualization. I
also included a sentence frame so that students will have a much more structure way of writing
a coherent response. I realized that after I implemented the first one, some students were not
able to see the variables clearly.]

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