Halifax County Schools Lesson Plan Format
Secondary
Teacher Name
Lesson Title
Curriculum Area
Grade Level
School-based Initiatives
Curriculum Standard(s)
from Common Core & Essential
Standards
Technology Objective(s):
from Common Core & Essential
Standards
Essential Question(s):
What question should students be able
to answer at the end of the lesson?
Learning Target(s): The What-What
students should know and be able to
do. Students should to be able to
articulate the learning target for and
for others.
Higher Order Thinking (Revised
Bloom’s & DOK) Connection/Extension
Date(s):
Creating and solving literal equations-manipulating formulas
Mathematics
9
AVID___________ WICR___________ Schoolnet___________ ClassScape___________
A-CED.4, G-GMD1,3
How is moving a variable in an equation or formula the same/different as moving a
number?
Students will be able to solve a literal equation for a given variable.
Students will be able to rearrange geometric formulas for area and volume in order to
solve for one of the individual dimensions.
Lesson Summary: Describe the
strategies and the activities you will
use to teach new information to
students.
Analysis/Application and Strategic thinking, with Synthesis and extended Thinking in
some geometry uses.
Students will learn how to rearrange literal equations to isolate one particular variable.
Students will solve problems for one dimension starting with an area or volume and
working backwards. For a sample lesson including power point, go to
http://alex.state.al.us/lesson_view.php?id=23922
Academic/Content Vocabulary
Volume, surface area, area, perimeter, dimension, formula, literal equation
Multiple Intelligence Alignment
 Verbal/Linguistic
 Musical/Rhythmic
 Visual/Spatial
 Bodily/Kinesthetic
 Intrapersonal
 Interpersonal
 Naturalist
 Existential
Visual/Spatial
Verbal/Linguistic
Circle multiple intelligence
incorporated in lesson plan
Differentiation: How will you
differentiate instruction to meet the
needs of all students?
Closure: What type of formative
assessment will be used to determine
level of mastery by all students?
Lesson Reflection: What went well?
Drawing pictures of the geometric figures will assist in identifying known quantities and
unknown quantities.
Students will problem solve to find potential solutions to open ended problems about
maximum/minimum volume/surface area.
What would you do differently?
Resources and Materials
What resources and materials are
needed to teach this lesson?
Re-teaching and Enrichment Activities
How would you extend students’
understanding of the lesson concepts
through another activity or lesson?
Modifications
Are there any students for whom you
need to make modifications?
3-dimensional solids, techniques for sketching 3 dimensional figures to accompany
questions.
Basic area calculations from known figures to review formulas, then work backwards if
the answer is known and one part of the formula is missing. Relate it to knowing a basic
multiplication fact, and reversing course by making it a division problem with the answer
and one of the parts known.
Some may need to see a calculation using the particular formula first, then fill in the
parts that are known to see how to “undo” it using inverse properties.
Adapted from North Carolina Teacher Academy