CEP Lesson Plan Form

Teacher: Ricky Kalawe

3/28/16
School:
Rocky Mountain High School
Content Area:
Math

Date:
Grade Level: 9-11th

Title: Linear Applications

Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson #:_1_ of _1_

(Write Content Standards

ccss.math.practice.mp1: Make sense of problem and persevere in solving them.

ccss.math.practice.mp2: Reason abstractly and quantitatively.
ccss.math.practice.mp4: Model with mathematics.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)
What are some examples of how can we use linear equations to model different
situations in our everyday lives?
Why would it be helpful to model a real world situation with a system of equations?
Given a certain system of equations, is there one specific way that we should all
solve that system?
In general, what does the intersection of two lines represent? Why might that be of
interest to us?

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives)
Students will understand that a lot of situations in our everyday lives can be
modeled by a system of linear equations, and being able to set it up algebraically
can provide a much more efficient way to solve these problems, and make future
predications.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to: solve for two unknowns, given a particular word
problem, using three different methods; graphing, substitution and elimination.
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CEP Lesson Plan Form

This means that they will be able to define two variables (unknowns from the word
problem), and create a system of equations (two or more linear equations) that will
allow them to find the solution to that particular word problem.

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)
I will assess the students understanding through participation and engagement
during lecture and group work, and through their process and answers to the three
word problems that they will be solving as a group during the last 30 minutes of
class. I will also assess students understanding through a two question homework
quiz that will be given at the beginning of class the next day.

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

The World According to Algebra

Approx. Time

90 minutes

Anticipatory
Set

I will talk through a real-world situation where someone might use a system of equations to
figure out the solution to their problem. I will then ask students to give some examples in their
own lives where they could create a system of equations.

Teaching/
Presentation:
(Select the most
appropriate
teaching model.)
-direct
instruction
-presentation
model
-concept
teaching
-cooperative
learning
-inquiry

9:20-9:30: Students will take out their homework from the previous night, and will compare and
share answers with their group mates. Any homework questions that the students may have will
be written on the board, and any student may go up to the board to answer the question for
their classmates. If no one can answer the question, the teacher will go over it.
9:30-9:35: Students will take their two question homework quiz.
9:35-9:42: Teacher will give real world examples of when we could use a system of equations to
solve a certain problem and make future predictions. Teacher will then have students come up
with their own examples.
9:42-9:50: Lecture will start with the students working on a few refresher problems that will ask
them to solve by substitution, elimination, and substitution.
9:50-9:53: Teacher will go over answers with students.
9:53-10:10: Students will work on two practice problems with the person sitting next to them,
solving each problem by either substitution or elimination.
10:10-10:15: Students will take a 5 minute break to get up and stretch their legs, or go to the
bathroom. (only two students may go to the bathroom at a time)
10:15-10:45: Students will get into groups of 4 (there should be no more than 7 groups), and
will be given two word problems to work on. Each group will be asked to answer each question
using a specific method. After each group has successfully solved each problem, they will create
their own word problem, and solve using a specific method as well.
10:45-10:50: Teacher will end class by asking them questions related to what they have

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Closure

Materials

Accommodatio
ns
&
Modifications

Assessment

learned, and how it could be useful in their everyday lives.

With 5 minutes left in class, the teacher will call for the attention of the students and begin to
wrap up the lesson. The teacher will go over what the students should have learned and came
away with following the lesson. The teacher will ask the students several questions that will help
assess the students understanding of how to figure out solutions to systems of equations that
model real-world situations.
White board, smart board, notebook, color pencils.

For students that may be struggling to grasp the concept, they will be asked to solve simpler
systems of equations, and the teacher may assist those students more during group work than
the other students. I plan to put those students in the same group so that I may help all of them
at once.
For advanced students, I will have them try to help and explain certain problems to students who
may be struggling. Sometimes students have a way of explaining things to their classmates that
might make more sense, which will also help themselves to understand it better as well. They
will also be asked to answer more challenging problems.
I will check for student understanding through participation and engagement throughout the
lecture, as well as participation during group work. During group work I will walk around the
classroom and periodically check in with every group. Students will also be given a homework
quiz the next day stemming from the homework that was assigned to them from the previous
days lesson. At the end of the unit, students will be given a unit test that will help to assess
their understanding from the entire chapter.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
I feel that majority of the students were able to write, create, and solve
a system of equations based off a word problem that modeled a real
world situation. As I walked around I was able to see most of the
students writing down the correct equations and answers, and by their
participation throughout the lesson.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
I thought it was a pretty good lesson, and there honestly isnt much
that I would change.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
Students will take a two question homework quiz to assess where they
currently are at with the section 7.4 homework. Then we will progress to
the next section dealing with linear inequalities.

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CEP Lesson Plan Form

Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Demonstrate or list
the task analysis of
the skill or procedure
(i.e., define precisely
what the learners
need to do)
Describe or
demonstrate your
modeling of the skill
or procedure.
Describe or
demonstrate guided
practice including the
second (or third)
example and then
address your method
to check for
understanding (i.e.,
how you assess
student learning
before moving to the
next stage). Include

Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Concept Teaching

Describe or
demonstrate an
advance organizer.

Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.

Describe, picture or
demonstrate learning
materials and
activities specific to
the options of this
model (e.g.,
explaining links and
examples; ruleexample-rule;
signposts and
transitions). Two or
more of the teaching
and learning
activities are rich and
engaging.
Describe, list or
demonstrate one or
more questions, or a
discussion structure

Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Describe or
demonstrate a clear
progression of
examples and nonexamples; deduction
is illustrated through
the early definition of
the concept;
induction is
illustrated through
definition of the
concept late in the
activities.
Describe or
demonstrate the

Colorado State University College of Applied Human Sciences

Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
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Inquiry
Describe or picture
the instructional
materials and
resources you use to
reveal their
creativity,
functionality, and
appropriateness to
the question(s)
posed.
List the specialists
and field experiences
you included.
Describe or
demonstrate how you
inspire curiosity on
the part of your
students. Describe or
demonstrate your
review of classroom
guidelines for social
and/or interpersonal
skills
Describe or
demonstrate how you
prompt investigative
processes. Reveal
how you facilitate
your students efforts
as they propose how
to gather information,
study, craft an

CEP Lesson Plan Form

examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate your
method of
independent
practice.
Two or more of the
teaching and learning
activities during
guided and
independent practice
are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g., a
quiz, ticket-to-leave,
etc.).

you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students
demonstrate their
learning. Address
assessment methods
during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).

assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g.,
students summarize
their definition of the
concept orally or in
writing, etc.).

interdependence
between group
members.

experiment, observe
and/or conduct
interviews.

Describe or
demonstrate the
instructional
materials and
resources; address
resource
interdependence as
necessary.

Write or demonstrate
a sample question
through which you
assist students to
make connections
and/or discover new
knowledge

Describe or
demonstrate your
directions for group
formation,
rearranging furniture
(If necessary) and
how
materials/resources
are distributed.
Describe or
demonstrate the
expectations for
demonstration of
interpersonal and
small group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or

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Summarize or
demonstrate your
method to help
students share their
new ideas with
others. Possible
formats include a
panel discussion, a
debate, a gallery
walk, a science fair,
etc. Frame or
illustrate two
questions during
which you assist your
students to discuss
the conclusions they
can draw from their
collective effort.
Describe or
demonstrate two or
more teaching and
learning activities
that are rich and

CEP Lesson Plan Form

demonstrate your
method to check for
understanding (i.e.,
a description of how
you will assess
student learning
academically and
socially) as you
circulate among the
groups as well as the
feedback you
provide.

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engaging.
Reveal how you
promote reflection.
Share one question
that may prompt
students to reflect on
the process they
followed; share a
second question that
prompts students to
identify new
questions that arose
from this lesson.

CEP Lesson Plan Form

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