Manhattan College Education Department Lesson Plan Template

Manhattan College
Education Department
Lesson Plan Template
Instructions for the student: Use the following categories for each lesson plan you create.
1. Heading
Teacher’s Name: Ms. Simpson

Date: November 25, 2020
Subject: Math
Grade Level: 7th grade
Length of Lesson: 45 minutes
Class Setting: General Education
Number of Students in Class: 25
Central Focus: Students will know that an equation is used to solve a word problem. Students will know
how to solve one-step and then learn two step equations and then multi-step equations. Errors are
common to be made and that’s why we strongly ask students to check their work just to be clear of any
mistakes being made.
Lesson Title: Understanding Equations- Finding Mistakes in Two-Step Equations
For Unit Plan/Learning Segment (circle one) 3 out of 3:
2. Essential Question(s):
 Why do we use equations to solve problems?
 Why do you perform operations on both sides of an equation?
 How can we check the solutions to solving an equation?
3. Standards:
 7.EE.3: Solve multi-step real-life and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers, fractions, and decimals), using
tools strategically. Apply properties of operations to calculate with numbers in any form;
convert between forms as appropriate; and assess the reasonableness of answers using
mental computation and estimation strategies.
 7.EE.B.4a Use variables to represent quantities in a real-world or mathematical problem

and construct simple equations and inequalities to solve problems by reasoning about the
quantities. a) Solve word problems leading to equations of the form px + q = r and p (x +
q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms
fluently. Compare an algebraic solution to an arithmetic solution, identifying the
sequence of the operations used in each approach. For example, the perimeter of a
rectangle is 54 cm. Its length is 6 cm. What is its width?
 7W2c: Use precise language and content-specific vocabulary to explain a topic.
 7SL1c: Pose questions that elicit elaboration and respond to others’ questions and
comments with relevant observations and ideas that bring the discussion back on topic as
needed.
 7SL1d: Acknowledge new information expressed by others and, when warranted, modify
personal views.
 7L3a: Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy.
3. Pre-assessment: Determines prerequisite skills and knowledge students have about the lesson.
Now that students have learned between both one-step and two-step equations. For as the assignment,
we will go over the answers to the previous homework to build our knowledge with these two-step
equations.
Name_________________________________________________________________
Date____________________________________________________ Grade________
Solving Equations (two step problems) Worksheet 1

Solve for x in each problem.
1.) 2x + 4 = 12 2.) 4x + 8 = 16
3.) 6x + 5 = 47 4.) 3 + 5x = 3
5.) 6x + 2 = 74 6.) 6x + 9 = 15
7.) 6x + 9 = 75 8.) 8 + 6x = 26
9.) 5x + 3 = 53 10.) 7x + 5 = 54
11.) 7 + 2x = 23 12.) 10 + 7x = 45
© Ea syTe a c h e rWo rksh e e ts.c o m

5. Learning Objectives: Describes appropriate 6. Assessments: Ways of evaluating each
learning outcomes to be attained by the end of the learning objective. If needed, include evaluation
class that are clear and measurable (use action verbs). criteria as an appendix.
Students need to understand that performing an Students will be informally assessed through
operation on one side of the equation means the problem set and exit ticket on their
performing the same operation on the other side, as accuracy, ability to explain along with their
well. explanation.
Students will develop fluency with creating Students will be informally assessed on their
expressions and turning into an equation and checking automaticity when determining if a number is a
to see if the equation made is true. solution to an equation.
7. Differentiation: Adapt or modify instruction, materials, and/or environment to meet specific

characteristics and special needs of students (e.g. ELL, gifted learners, students with disabilities).
 Gifted Learners: These students will be asked how to check the solution to an equation if there
are variables on both sides of the equation. They will use from the skill from the previous lesson
of solving their answers and then comparing answers to see if done correctly.
 IEP dysgraphia: These students will be partnered with a student who can solve equations. They
will work together to share ideas to reach an understanding by also comparing answers.
 ELL’s: These students will also be grouped together, so that students can meet their needs and
work with students who can help them as well with sharing ideas. They will be given the
opportunity to translate symbols into words and write the sentence out or the use of realia
wherever possible. They will be given a word wall for vocab with the translation in as many
languages possible along with the English, so they can learn how to use the English version and
build their English-speaking skills at the same time. Students who speak languages such as
Spanish or Russians, etc. will be group together with those who speak of the same language.
 Struggling students: These students will be those who didn’t get the right answer or wasn’t able
to explain their explanation on finding the answer. These students will be grouped together as
well with the extra assistance from the teacher or sometimes with a gifted learner while I support
all the other learners. They will be provided with guides to help them along the way and teachers
support.
8. Academic Language: Provide components of language that students need to learn and use in specific
content areas. Teachers need to consider:
Vocabulary:
Language functions (analyze, interpret, argue, compare, identify):
Syntax (e.g. sentences, graphs, and tables):
Discourse (oral and written language):
9. Procedure: Include an estimate of how much time you will allot for each phase below:
Anticipatory Set (hook, motivation, etc. to engage students)

Students will cut and paste the words with the definition on construction paper a color of their
choice to hang up around the classroom and if not their kitchen refrigerator.
Initial Phase (instruction – direct/indirect)
Talk to students about the common mistakes made when writing and solving equations.
Middle Phase (practice-guided/independent)
After working on the vocabulary work, students will then work on the worksheet individually. After each
question they can check with their partner to make sure they’re getting the same exact answers.
Concluding Phase (closure/summary: Action/statement by student(s)/teacher to wrap up lesson)
Have students do an exit slip about what they learned and liked about the unit and what’s one
thing they’ve learned and will never forget.
10. Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
11. Materials: (items, technology, etc.)
12. References and Resources Used for Planning: Cite (APA style) sources, texts, lesson plans used
Common Math Errors. (n.d.). Retrieved November 11, 2020, from
https://tutorial.math.lamar.edu/pdf/Common_Math_Errors.pdf
Equation Vocabulary; Patterns, Functions, and Algebra; 6. (n.d.). Retrieved November 12, 2020,
from https://www.doe.virginia.gov/testing/solsearch/sol/math/6/mess_6-18_1.pdf
EngageNY, 1 Jan. 8802, www.engageny.org/resource/grade-7-mathematics-module-3-topic-b-

lesson-7/file/60411.
“English Language Arts Learning Standards.” New York State Education Department,

www.nysed.gov/curriculum-instruction/new-york-state-next-generation-english-language-
arts-learning-standards.
“Mathematics Learning Standards.” New York State Education Department,

www.nysed.gov/curriculum-instruction/new-york-state-next-generation-mathematics-
learning-standards.
13. Mechanics: Review the lesson plan for spelling, punctuation and grammar errors.

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Manhattan College

Lesson Plan Template

Teacher’s Name: Ms. Simpson

Number of Students in Class: 25

Lesson Title: Understanding Equations- Finding Mistakes in Two-Step Equations

For Unit Plan/Learning Segment (circle one) 3 out of 3:

 7.EE.B.4a Use variables to represent quantities in a real-world or mathematical problem

Solving Equations (two step problems) Worksheet 1

© Ea syTe a c h e rWo rksh e e ts.c o m

7. Differentiation: Adapt or modify instruction, materials, and/or environment to meet specific

Anticipatory Set (hook, motivation, etc. to engage students)

EngageNY, 1 Jan. 8802, www.engageny.org/resource/grade-7-mathematics-module-3-topic-b-

“English Language Arts Learning Standards.” New York State Education Department,

“Mathematics Learning Standards.” New York State Education Department,

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