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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 23, 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 develop the knowledge of a variable which is also a letter within the equation to be a placeholder for
a specific number. They will see that the solution to an equation is a number that will makes the equation
true.
Lesson Title: Understanding Equations- Solving One-Step Equations
For Unit Plan/Learning Segment 1 out of 3:

2. Essential Question(s):
 What is the first step when converting real world situations into equations?
 What is an equation?
 How do we create an equation for a given situation?
 How can we check the solutions to solving an equation?
 What is an expression?

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. For example: If a woman making $25 an hour gets a 10% raise, she will make an
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a
towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to
place the bar about 9 inches from each edge; this estimate can be used as a check on the exact
computation.
 CCSS.MATH.CONTENT.7.EE.B.4: 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.
 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.

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 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.

4. Pre-assessment: Determines prerequisite skills and knowledge students have about the lesson
For my pre-assessment, I will say to students, “when we think about equations, we should think
about scales. The scale is representation of balance referring to both the left and right side have to
be equal to each other.” The following problem will allow students to demonstrate their ability to
make equations with variables visually and abstractly equal.

 85% of the students will be able to determine the correct solution, and 75% will be able to
explain the solution using the math terms. I determined that it was appropriate to move on but
would differentiate for the students who did not get the right answer and/or could not explain
the correct answer.

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 criteria as an appendix.
verbs).
Students will build expressions and then write Students will be informally assessed through the
equations from those expressions. problem set and exit ticket on their accuracy,
ability to explain along with their explanation.

Students will develop fluency with creating Students will be informally assessed on their
expressions and turning into an equation and automaticity when determining if a number is a
checking 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).
Students will be split into groups depending how they did on the pre-assessment assignment.
 Gifted Learners: These students will be asked how to find a 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
combining like terms and then solve.
 IEP dysgraphia: These students will be partnered with a student who can create expressions and
equations. They will work together to share ideas to reach an understanding.

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 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:
Variable (description): A variable is a symbol (such as a letter) that represents a number (i.e., it
is a placeholder for a number).
Equation: An equation is a statement of equality between two expressions.
Number Sentence: A number sentence is a statement of equality between two numerical
expressions.
Solution: A solution to an equation with one variable is a number that, when substituted for the
variable in both expressions, makes the equation a true number sentence.
Expression: A sentence with a minimum of two numbers and at least one math operation with no
equal sign. This math operation can be addition, subtraction, multiplication, and division.

Language functions (analyze, interpret, argue, compare, identify):

 Students will explain their approaches to solving by determining which values make the
equation true.

Syntax (e.g. sentences, graphs, and tables):

 Students will create expressions and equations.

Discourse (oral and written language):

 Students will do turn and talks
 Students will participate in class discussion.
 Students will describe their explanations. 
 Students will write their answers. 

9. Procedure: Include an estimate of how much time you will allot for each phase below:

Anticipatory Set (hook, motivation, etc. to engage students)- 15 minutes

3 minutes for students to get together in their groups and the 12 minutes for whoever solves the most in
the 15 minutes to play jeopardy.
https://jeopardylabs.com/play/understanding-equations

 Not doing all the questions but getting the students engaged and
motivated to learn about equations

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Initial Phase (instruction – direct/indirect) (2 examples)

Example 1

Example 2

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Middle Phase (practice-guided/independent) (3 examples)

Gifted Students will work on the first 6 questions

On-Level students will work on the first 5 questions
Strugglers will work on 4 the first questions

Concluding Phase (closure/summary: Action/statement by student(s)/teacher to wrap up lesson)

 Take time to review a couple of questions from the problem worksheet.

 Have a few different students explain their approach to the reviewed problem.
 Ask students the essential questions. Have them discuss how we covered the essential
question in the day’s lesson.

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10. Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).

 Students will complete a worksheet for homework that reviews all that was done in class. They
can choose to create a problem and solution for a challenge.

11. Materials: (items, technology, etc.)

 Class Dojo points will be giving to each students as class participation with the jeopardy game.
 Kahoot
 Exit ticket
 https://jeopardylabs.com/play/understanding-equations

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Name:
Ms. Simpson __________________
________
Date:
Algebra Practice Problems __________________
________

  Worksheet generated at www.math.com

1.)    x + 1 = 2 2.)    x + 3 = 3

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3.)    4x = 20 4.)    x + 10 = 16

5.)    x + 1 = 8 6.)    8 + 7x = 22

7.)    2 + 2x = 18 8.)    4x + 9 + 7x = 42

9.)    4 + 5x + 5x = 74 10.)    114 = 3x + 6x + 6

11.)    3x + 1 + 7x = 61

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12. References and Resources Used for Planning: Cite (APA style) sources, texts, lesson plans used

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.

MATHguide.com. (n.d.). Solving Linear Equations. Retrieved November 06, 2020, from
http://www.mathguide.com/lessons/Equations.html

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

www.nysed.gov/curriculum-instruction/new-york-state-next-generation-mathematics-
learning-standards. 

Simpson, L. T. (n.d.). Algebra Practice Problems. Retrieved November 06, 2020, from
http://www.math.com/cgi-bin/mathf_sp.pl

Simpson, L. T. (n.d.). Find the missing number. Retrieved November 06, 2020, from
https://www.canva.com/design/DAEMwEyQmIk/8zbkr7cNhenTmC6z2DxyjA/edit?
category=tACZCsgwPqI

Simpson, L. T. (n.d.). Understanding Equations. Retrieved November 06, 2020, from

https://jeopardylabs.com/play/understanding-equations

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Teaching & Learning Plans. (n.d.). Retrieved November 06, 2020, from
https://www.projectmaths.ie/documents/T&L/IntroductionToEquations.pdf

13. Mechanics: Review the lesson plan for spelling, punctuation and grammar errors.

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