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Baker College Teacher Prep Lesson Plan Form

Unit: Modifying Graphs on the Lesson Title: Real life applications of Grade/Period:
coordinate plane system of equations 10th/11th

CCSS or State Standards:


A.REI.5 A.REI.6

Resources and Materials:


Packet

Objective: Given a story problem, I will be able to write a system of


What students will know and be able to do
stated in student friendly language (use
equations to solve for the variables.
Blooms and DOK levels for higher level I will be able to solve the story problem that includes
thinking objectives) multiple unknowns.
Essential Question(s): How do you set up a system of equation in a story problem?
Over-arching questions of the lesson that will How do you solve the system of equation in a story problem?
indicate student understanding of
concepts/skills What is it you want the How do you identify each variable in a story problem?
students to learn/know? Why?

Inclusion Activity: Discuss last lessons extra credit question:


Describe an activity that will ensure that all The admission fee at a small fair is $1.50 for children and $4.00 for
students and their voices are included at the
beginning of the lesson. adults. On a certain day, 2200 people enter the fair and $5050 is
collected. How many children and how many adults attended?
Ask students the following:
What are you trying to find out? (how many children, and how many
adults attended the fair.)
What information do you have? (admissions were $1.50 for a child,
and $4.00 for an adult. There were 2200 people and the fair made
$5050.)
What would each variable represent? (x would be children, and y
would be adults. Or vise versa)
Ask if any students want to attempt to write it out.
If not write it out explaining your thought process:
The fair made $5050, there were two prices for tickets, $1.50 for
children, $4.00 for adults. If you multiply $1.50 by the number of
children, then you get how much the fair got from children. If you
multiply $4.00 by the number adults, then you can learn how much
the fair made by adults. This means that the number of children
times $1.50 plus the number of adults times $4.00 equals the total
amount made, $5050. This is represented by the equation:
1.5x + 4y = 5050. Next there were a total of 2200 people at the fair,
if x is the number of children and y is the number of parents, then to
find each you would do x + y = 2200. With these two equations you
can solve for x and y.

Sequence of Activities: 1. Inclusion activity


Provide an overview of the flow of the lesson. 2. Explain to students this will be the focus of the lesson
Should also include estimates of
pacing/timing. 3. Separate students in groups of 4
4. Give students this packet, each group will be assigned an
Baker College Teacher Prep Lesson Plan Form

example problem (out of examples 3 (Diet), 4 (Airspeed), 5


(Supply and Demand), and 6 (Cost and Revenue))
5. The groups will read through their example, and try the
matching example problem in class.
6. The groups will also do the lower examples that correspond
to their example. (Diet: 35, 36; Airspeed: 23, 24; Supply and
Demand: 37, 38; Cost and Revenue: 29, 30).
7. The groups will do some research about their topic, and
create a presentation to the class.
8. Their presentation will provide an example of their topic that
is not on the worksheet.
9. The groups will go through their problem step by step with
how to solve it.
10. Throughout the work the students will set up a way to
communicate electronically online. I will recommend Google
Classroom; students can use any collaboration tool as long as
they tell me which one, and I can check on it.
11. The project will take a few days to complete.

Instructional Strategies: Students will learn primarily through peer to peer interactions.
Research-based strategies to help students Students will learn through a step by step process of how to do their
think critically about the concept/skill
problem, and will have to reteach what they learned.
Assessment: Formative: Formative will be through me walking around the
List both formative and summative
assessments that you will use to assess student
room, and checking where students are on their projects. It will
understanding. Formative assessments are also be done when I check how the students are collaborating
given during instruction (check for
understanding), summative are after
through technology.
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Summative: The summative assessment will be done through
the presentation. Rubric.
Differentiation: The differentiation will be done by separating students into groups
Describe who will need additional or different based on where they are at. Higher level kids will be with lower
support during this lesson, and how you will
support them. Differentiated instruction could level kids, this way the higher leveled kids will help out the lower
include testing accommodations, preferential level kids. The students in the group will also decide what example
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer problem the students will work on.
tutors, etc.

Summary, Integration and After the presentations are complete I will have students discuss
Reflection: what they think is the best application of system of linear equations
List the way that you will bring students is, and why they think that.
together to integrate and reflect on their
learning from this lesson

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
This is a review activity so I will know what knowledge has been taught concerning this lesson. I will need to
give clear details about how to complete the review as this is the first time doing so this way.
Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
Baker College Teacher Prep Lesson Plan Form

I will explain the importance of being able to move around while you study. I will simply ask S if they like
the idea of moving around as they master material.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them? S will initially be concerned about the word review but I will assure them I just want to
know what they know right now. They will also have questions about the procedures and I will list the
steps they should follow verbally and on the board for later reference.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn? We will hold a class
discussion and also I will provide feedback quickly.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned. Based on the results I will later assign
problems that will help them master the needed content.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future? This is an exceptionally behaved class and I
can anticipate they will do well however that might not always be the case. This review might need to be
done in a larger area or via the standard paper/pencil at your desk depending on the class.

For use in all Baker EDU courses: 4/13/16 per Dr. Schram