UMF Unit-Wide Lesson Plan Template

Name: John Hamilton Program: Student Teaching Course: Applied

Lesson Date: 11-19-20 Lesson Length: 15 minutes Grade/Age: 10th Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
- Students will show, explain and be able to solve - With direct instruction and
equations with absolute value. They will have two knowledge of previous lessons
correct answers for each problem. the students will build upon
their knowledge.
- Absolute value is a tricky yet
simple concept once learned.
Content Standard(s) Instructional Decisions / Reasoning
A.REI.1 Explain each step in solving a simple equation as - By the end of the lesson the
following from the equality of quantities asserted at the
previous step, starting from the assumption that the students will be able to solve
original equation has a solution. Construct a viable equations on their own.
argument to justify a solution method.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
- To complete this lesson the
- 2-5 Solving Equations Involving Absolute Value students will turn in/
complete this practice sheet
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning
- To complete calculations and
- Calculator do quick multiplication and
- Computer division the student(s) will
- Pencil need a calculator.
- They will need their computer
if they choose to do the
assignment online.
- A pencil for writing down their
answers.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
 - Review the previous lesson, 2-4 and ask the - Activate prior knowledge and
students if they have any questions. Answer any build upon previously taught
and all questions that they may have. material/content
- Introduce absolute value - This will get the students
- Explain that there will be two answers for each ready to take on multi-step
problem equations
- Demonstrate and model the first problem for the - By doing the first problem step
students by step for them they can see
- Solve the problem as is and then reverse the sign what is expected of them and
for the second way to get the second answer how to solve each problem
- for example if the equation is equal to - The next problems they will
positive 8, set it equal to negative 8 for have to explain how to solve
the next answer. them and by doing this they
- By doing this it will give you two answers because can grasp the material
absolute value is always a positive number. - The teacher also can assess if
- Explain each step and why you are doing the the students are
operations that you are. understanding the lesson.
- For the next problem write it out on the board
and then have the students explain what to do
- For the rest of the problems write them out and
do the same thing
- Answer any and all questions that the students
may have and make modifications if needed.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

Field Courses Only – Post lesson

Reflection

The students had a hard time grasping absolute value. They struggled with
understanding that what is inside the absolute value bars is how far away it is from
‘0’ and is always a positive number. What went well is that the students did not shut
down and give up on learning the material. They were interested in the content. If I
was to teach this lesson again I would spend more time leading up to absolute value
and dive deeper into the understanding of the absolute bars.
Teaching Standards and Rationale
Standard 3 (Learning Environments) 3(b), ​Develops learning experiences that
engage learners in collaborative and self-directed learning and that extend learner
interaction with ideas and people locally and globally.

Standard 5 (Innovative Applications of Content) 5(l),​ Understands how to use