Classroom Interactions 5E Lesson Plan Template

Author: Mason Seitz Title of Lesson: Solving Multi-Step Equations

Lesson Source/Resources: Mason Seitz, Lori Holst workbook

Lesson #: 1 Subject/Grade level: 9th Grade Algebra 1
Date lesson will be taught: 10/6, 10/10

Concepts/Main Idea – explain the concept(s) that will be the focus of this lesson in detail.
The main focus of this lesson is solving equations, starting with one-step equations and working towards solving
multi-step equations. One step equations require one operation to isolate x while multi-step equations will require more
than one operation is reverse PEMDAS order.
Instructional model and strategies – The strategies from the learning center that will be used during the lesson

TPT

Collaborative Learning

Objective/s- Write objectives in SWBAT form… Evaluation Based on your objectives, draft the content of the questions you
The Students Will Be Able To: will ask on your pre- and post-tests; at least 1 question for each objective.
Questions do not have to be multiple choice. Your actual pre- and post-tests will
be included in the interview paper.
Pre-test assessment – This should line up with the learning targets and provide
Students will be able to solve one-step equations in one variable. the teachers with the information needed to make instructional decisions
Students will be able to solve multi-step equations in one variable. before the lesson begins. Be sure the assessment will make the students’
Students will be able to construct equations for their peers to slove. thinking visible.
https://docs.google.com/document/d/1Cwo5MCaq4vGohoAo-BX7PRWgEFz4ILk
UtmERQ7tZ_7U/edit

Formative assessment(s) – This should line up with the learning targets and
provide teachers with the information needed to make instructional decisions
during the lesson. Be sure to describe the format of the assessment and what it
is designed to assess.
Post-test assessment - This should line up with the learning targets and provide
teachers with the information needed to be confident that students understand
the content. Be sure to describe the format of the assessment and what it is
designed to assess.
https://docs.google.com/document/d/13gGo91uLcnEcIAqy3jrmSOBBZO6lt0E_J
MtofV2vKU0/edit
Kansas Science and Math Standards- Include standard, benchmark and indicator where applicable

For math lessons:

Common Core Math Content: A.REI.2: Apply and extend previous understanding to solve equations, inequalities, and compound inequalities
in one variable, including literal equations and inequalities.

Common Core Math Practice: M1: Make sense of problems and persevere in solving them

NGSS Science and Engineering Practice: S5: Use mathematics & computational thinking

Common Core ELA Practice: E4: Construct viable arguments and critique reasoning of others

NGSS Science Content (if applicable):

Materials list (BE SPECIFIC about quantities) Accommodations: Include a general statement and any
for Whole Class: specific student needs. Be sure to include struggling readers.

25 Pre-tests Every student only speaks spanish so instructions will have

to be put into google translate in order to progress through
25 Post-Tests. the lesson.
All instructions on handouts/worksheets wil be in both
25 Scavenger Hunts
english and spanish.
25 crosswords

25 Three-Threes in a row

1 set of stations

per Group:

2 Scavenger Hunts

2 Three-Threes in a row

per Student:
1 Pre-test

1 Post-Test
Safety: Include a general statement that indicates how
1 Scavenger Hunt
you will establish a learning environment where safety
1 Crossword for all is assured. Include physical safety concerns
specific to this lesson. Identify when you will address
1 Three-Threes in a row
these specific concerns with the students
Advance preparation:
Students will use the materials for classroom purposes
Print all handouts/tests
only. Pencils are used for writing, etc. Physical safety
Include handouts at the end of this lesson plan document (blank page provided to paste a will be ensured by only allowing movement during
copy of your document). List handouts in your materials list. activities and enforcing the steament above. Will be
addressed with students as necessary.
Extension Activities: Challenge handout for students who finish early Backup Plans: If students are still struggling
either day. after day 1 then day 2 will begin where day 1
https://wordmint-pdf-production.wordmint.com/OneStep_Equations finished after reassessing what needs to be
_Crossword_72b04_61633692.pdf done. If Day 1 finishes early then have
Do problems out of their workbooks. students start two-step equations out of their
workbooks.
Describe what the student and the teacher will do during each stage of the lesson. Be sure to describe the learning experiences and the
assessments. You also need to discuss any management considerations (e.g., picking up materials, movement of students, etc.)

Engagement: Estimated Time: 15 minutes both days

What the teacher does AND how will the teacher direct Probing Questions: Critical questions Expected Student Responses AND
students: (Directions) that will connect prior knowledge and Misconceptions - think like a student to consider
create a “Need to know” student responses INCLUDING misconceptions:
Day 1: What does this mean to you? I don’t know
● Get students attention to the front board with After seeing this what do you think que?
translated instructions to get into pairs. you’ll be learning today? It means I can solve 2+2
● Have students designate person A and person B
● Show slide that says “I can solve solve equations by How do you think you solve an You add
using arithmetic operations” on the board and ask equation? You subtract
students what that means to them You divide
● Let person A talk for 3 minutes, then person B for 3 You multiply
minutes.
● Have a student volunteer to type their answer into
google translate.
Day 2:
● Ask students to create an equation on a sheet of How do you think you could make this I don’t know
paper. Have it approved by me. problem more difficult? By adding another number?
● Direct students to give that equation to a shoulder By adding another variable
partner or classmate near them to solve.
● Ask them to return the solved problem to the
creator for checking
Exploration: Estimated Time: 20 minutes both days

What the teacher does AND what the teacher will direct Probing Questions: Critical questions Expected Student Responses AND
students to do: (Directions) that will guide students to a Misconceptions - think like a student to consider
“Common set of Experiences” student responses INCLUDING misconceptions:
Day 1: How do you get n or y to be by itself? I don’t know
● Show directions for stations activity on board. You multiply by this you add that
● Have students stand up and go to a station for the you subtract this
activity. you divide by this
● Walk around and help as needed
● Once students begin to sit down hand out the
crossword if there’s time
● When time runs out direct students to sit down
Day 2:
● Write PEMDAS on the board and make sure the What does the letter __ mean in Parentheses, Exponent, Ect.
students know what each letter stands for PEMDAS?
● introduce two-step equations
● Guide, using reverse PEMDAS order. Examples 9-11 What do you think is the first step to Divide
on page 23. solving this equation? Multiply
● Show example where multiply/divide goes first ie: Add
example 19 on page 24. Subtract
● Have students complete the maze activity on page
25.
Explanation: Estimated Time: 20 minutes both days

What the teacher does AND what the teacher will direct Clarifying Questions: Critical questions Expected Student Responses AND
students to do: (Directions) that will help students “clarify their Misconceptions - think like a student to consider
understanding” and introduce student responses INCLUDING misconceptions:
information related to the lesson
concepts & vocabulary
Day 1: How do you get rid of a number that’s I don’t know
● Ask students what the answers to the stations being added or subtracted? Add/substract
were. How do you get rid of a number
● Help correct where needed multiplying n or y? What about I don’t know
● Work through examples 1,3,4 on page 23 of the dividing? You multiply by the denominator
workbook as a class by first having pairs solve it you divide
together then telling the steps to the teacher
Day 2:
● Ask groups to go show the solution to the maze What do you think is the first step to I don’t know
● Show the first example problem for multi-step this equation? You have to distribute first
equations on the board Why do you think that?
● Ask what the students they think the first step What’s the next step?
should be, then so on.
● Give the students the steps written out so they can
fill in their workbooks
Elaboration: Estimated Time: 20 minutes day 1, 15 minutes day 2

What the teacher does AND what the teacher will direct Probing Questions: Critical questions Expected Student Responses AND
students to do: (Directions) that will help students “extend or Misconceptions - think like a student to consider
apply” their newly acquired student responses INCLUDING misconceptions:
concepts/skills in new situations
Day 1:
● Hand Students the three-threes in a row worksheet What would happen if the variable was I don’t know
for each to do as a pair. here instead? Pointing at a different You would have to divide instead.
● Put the directions for the activity on the board spot in the equation. You would have to add instead
● After the students finish the activity have them do Ect.
more practice problems from their workbooks.
Day 2:
● Have students work together in pairs or groups of Can you tell me how to do this
three to work on examples 2-10 problem?
● Help where needed You do this *Explains the problem*
● Answer any question that pops up I’m still unsure
 Evaluation: Estimated Time: 15 minutes 2nd day
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Formative Assessment(s): In addition to the pre- and post-test, how will you determine students’ learning within this lesson: (observations, student
responses/elaborations, white boards, student questions, etc.)?
● Consistent check-ins on both days
● Do a fist to five after the explain both days
● Use the pre-test to help pace the lesson
● Listen to student conversations

Summative Assessment: Provide a copy of the key to the post-test in the interview paper.
https://docs.google.com/document/d/13gGo91uLcnEcIAqy3jrmSOBBZO6lt0E_JMtofV2vKU0/edit

Stations - https://docs.google.com/document/d/1h8orPQo6dLRcpQS2IMaKhbLsjd8RDIySijzpq3hXaFk/edit
Worksheet - https://docs.google.com/document/d/1oN7x13-h_ACX9tAz138beVAVqF9HMNvGLaMvz1M0Al4/edit
Stations Key -
https://docs.google.com/document/d/1qOY5QfXFm7WpJPXO9vcVO5-KwNKsKbtlPUOgEaz1oPE/edit?usp=sharing
Three-Threes in a row -
https://docs.google.com/document/d/110LdYy95UPvC4UPGrSdlqisbZFUKzvlW-4im_GwQE4k/edit?usp=sharing
Powerpoint - https://docs.google.com/presentation/d/1ZlMBWAS6Mw2bD3hoDqEsdAcHYess-ahaylBR00xph40/edit#slide=id.p