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Lesson Plan Design

Subject: Algebra 1

Grade

Lesson Topic: Solving Linear Systems by Substitution

Candidates Name: Steven Bambauer
Site Supervisor: Matt Varney

ID 023061007
NU Supervisor: Gordon Schott

Date: 12/1/15
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
9th Grade Algebra 1
Common Core Concepts:
Solving Linear Systems by Substitution
Focus learners in this class include ELL students, special
needs students, bottom one-third students, and high
achieving students. There are students who need special
consideration academically, as I have identified students who
fall into the bottom one third of the class. There are also
students who need special consideration physically, socially
and emotionally.
Students are expected to follow school wide and classroom
specific rules, which include turning in assignments,
participation, etc.

Rationale:
This lesson was created to meet the
California Common Core Standard for
Algebra 1 on solving linear systems by
substitution. It will build upon prior
knowledge, and will be adapted for focus
learners as necessary. Students must know
how to solve solving linear systems by
substitution as skills and concepts relate to
each other in a sequential manner, and they
must master this skill in order to proceed to
the rest of the topics in the Linear Systems
chapter.

The previous core concepts that this lesson will build upon
are solving multiple-step equations and working with
equations of lines.
2. Learner Outcome(s) i.e. Objectives: (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Rationale:
Students in my Period 3, Algebra 1 class will be able to solve
multiple step equations with 75% success as measured and
recorded by teacher observation and completed homework.
In addition to informal assessments throughout this lesson,
such as observation, warm up, and homework, I will measure
students mastery of the outcomes with a mid-chapter quiz
on the content, and again with a cumulative exam that covers
the entire chapter.

The specific learner outcomes for this

lesson include being able to solve systems
of linear equations by substitution, and
developing the ability to use systems of
linear equations to solve real-life problems.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,

content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Rationale:
I used a mini-quiz on the preceding section to determine the
students abilities to achieve the learner outcomes.

This pre-assessment activity was used to

determine if student understand the first
section on solving linear systems, and are
ready to move on to learning how to solve
linear systems by substitution.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
Rationale:
I will use a bridging strategy to connect the new content to
something the students already know how to do. I will model
exactly how to solve the problems for the students several
times. This class has several students who have problems
paying attention and staying on task so I need to utilize

This period doesnt have any identified

ELLS, but it does have 6 students who
have Student Support Advisors. Paying
close attention to these students and
keeping them engaged with good
instruction helps me manage them and
provide an optimal learning environment
for the whole class.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Teacher
Smartboard, Textbook
Students
Pencil, paper, textbook

Rationale:
Having students be responsible for
minimal materials in my class makes it
easier for them to be prepared. Using the
smartboard allows me to display the most
effective and efficient lesson I can.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
Class will start with a warm up to review understanding of
content from the previous class period. I will begin my
lesson by introducing the new content and connecting it to
what we have already done. I will have the students copy
down written directions on the steps needed to solve linear
systems by substitution. Next I will model multiple examples
for the class to put in their notes.
Check for Understanding:
I will go over the warm up question and make sure there are
no questions on how to solve it. During my explicit
instruction I will pause at strategic points to ask for
questions, and at each step I show I will ask if everyone

Rationale:
The explicit teacher instruction and class
review will provide students clarification
on any concepts that they dont understand.
It will also allow me to informally assess
the understanding of the new content, on
an individual student level and also on the
class level. I will also be able to assess the
effectiveness of the instructional slides I
created and if I feel like the students are on
track with the material before moving to
guided practice.

understands.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Students will be asked to complete example problems
displayed on the board at their desks. I will then have
volunteers explain what they did to solve each problem and
if necessary will help guide them to get there, each time
displaying my exact expectations in solving these problems
to the students.
Check for Understanding:
While students are working on the examples I will circulate
and scan the room to see how each student is performing. I
will also be able to assess the volunteers who answer the
questions in front of the class.

Rationale:
This activity will provide me another
informal assessment as they walk me
through the answers to the problems. I can
analyze the students work and make sure
that they are completing the problems in
the correct way to come up with the right
answer. It will also help me determine if
they as a class or specific individuals need
more instruction before moving on to
independent practice.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Students will be given a bookwork assignment that will
contain practice problems on solving linear systems by
substitution, as well as a few review problems. Students will
begin this assignment in class and finish it for homework.
Check for Understanding:
While students are working on the assignment I will be
circulating and scanning the room. I will be available to
answer questions as students need.

Rationale:
I begin the independent practice in class
because it allows students to ask questions
if necessary, and I can informally assess
them as they work. Finishing it at home
helps them identify any other questions
they may have on the content that they can
bring up the following day.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)

Rationale:
I will be informally assessing the student throughout the
lesson. There will be formal assessments to evaluate student
learning in the for of a quiz and a chapter test later in the
unit.

The progress monitoring of the lesson is

designated at multiple points during the
class session to allow me to consistently
check for understanding before moving
forward to the next part of the lesson. The
formal assessments are standard to the
curriculum of all Algebra 1 classes in the
district.

10. Closure: (Describe how students will reflect on what they have learned.)
At the end of the lesson, before the formal assessments,
students will communicate to me through an exit ticket if
they feel like they have a strong understanding of what was
covered on solving inequalities using addition and
subtraction. During this time I will have them complete a
few questions that I can evaluate, and also write down if
there is anything they dont understand or feel unsure about
regarding the relevant topics.

Rationale:
I have found an exit ticket is a good way,
especially in an Algebra 1a math class, for
students to reflect on what they have
learned. They will know when they leave
the class if they understand the material,
and hopefully have identified where they
need assistance by the question that I had
them complete. I want my students to
know that to succeed, this information
must be communicated to the teacher.