Curriculum Development for Pre-Algebra in Select Las Vegas High Schools
Quinn Kendall
NSHE ID: 2002513292
(702) 799-7185 ex. 3808
Curriculum and Instruction in Secondary Mathematics
Dr. Peter Wiens
CIS 684 1001
Section Four: Lesson Plans
The lesson plans are designed for 90 minute blocks.
Lesson Plan One
Introduction: This initial lesson is designed to make sure that as students encounter more complicated equations to solve, they feel prepared, since the unit following this one will be about multi-step equations and solving systems of equations. Both topics will require students to be fluent in distribution and combining like terms.
Objectives: Students can distribute and combine like terms. Both skills are prerequisite skills to successfully solving equations.
Learning Experiences: Students will arrive to a warm up question on the board about classifying terms (either a term with a variable or a constant). This will prepare students for combining like terms, since constants and variables cannot be combined. Following the warm up, there will be twenty minutes of structured class notes on both distribution and combining like terms. They will then have independent practice, as the teacher monitors the progress of each student.
Assessment: There will be an exit ticket problem: 11(-6x + 3) + 18x – 7. This exit ticket at the end of class will show whether the lesson was successful. Common errors can be discussed at the beginning of the next lesson.
Lesson Plan Two
Introduction: This lesson will teach students how to solve two-step equations by undoing the order of operations. Students have previously learned one-step equations, so this lesson will naturally extend their understanding.
Objectives: Students will feel comfortable undoing operations in the correct order in order to isolate a single variable. The students that are still struggling will have a second lesson to hopefully better grasp the concept with a second method (visual models).
Learning Experiences: Students will have a warm up problem relating to order of operations. Since the lesson is about undoing order of operations, it will refresh their memory. There will be fifteen minutes of notes, as the new content of the lesson will just be the reverse PEMDAS method to solve equations. They should be able to solve one-step equations already, so the new content is knowing what to undo and in which order. Then students will move to the pass the problem activity (Appendix B), which will take the rest of the period.
Assessment: Students will turn in the pass the problem activity for a grade. They will be graded on their assigned questions, but group collaboration is required for success.
Lesson Plan Three
Introduction: This lesson will show students an alternative method of solving equations. This ensures that students have multiple ways to solve equations mastered and solidifies their abilities before moving to more complex situations.
Objectives: Students will master both visual models and feel comfortable solving real-life two-step equation problems. This lesson especially will tie in DEI techniques, since example problems and assignments will be word problems that students will relate to.
Learning Experiences: Students will have a warm-up two-step equation to solve using the reverse PEMDAS method. There will be thirty minutes of notes; fifteen minutes on the double number line method and fifteen minutes on the algebraic expression model method. Then, students will transition into groups for the 3-Act Math activity (Appendix A). This activity will take the rest of class.
Assessment: Students will have a worksheet to turn in for the 3-Act Math activity.
Lesson Plan Four
Introduction: This lesson will solidify procedural knowledge by assessing students in Quiz 1, and then push students further in a performance task.
Objectives: Students will show mastery of distribution, combining like terms, and solving equations with multiple methods. Students will get more practice with real life applications of two-step equations.
Learning Experiences: Students will have five minutes for last minute questions about the quiz, and then have thirty minutes to complete Quiz 1 (Appendix D). Then, students will work in pairs to begin the performance task (Appendix C).
Assessment: Students have a summative assessment due, Quiz 1, and begin a formative assessment.
Lesson Plan Five
Introduction: Students will be introduced to special case equations and have time to finish their performance task. The end of class is reserved for Quiz 2.
Objectives: Students will have an introductory understanding of equations with no solution and infinite solutions. This will prepare them for the unit following the two-step equation unit. Students will show mastery of real life applications of two-step equations.
Learning Experiences: Students will finish and turn in their performance task. There will be fifteen minutes of notes on special case equations, although that content will not be on the assessment. Then, students transition to the second quiz (Appendix E).
Assessment: The formative assessment (performance task) started in Lesson Four has to be completed, and students have Quiz 2 due at the end of class.
Quinn Kendall, Educator 