Northeast College Preparatory School Co-Teaching Lesson Plan
Teacher(s): ____Lisa Swartz_, Margaret Blythe_________ Grade: _8____________
Subject(s): ___math__________ Date of delivery: __11/26/12 and11/27/12
1.
Common Core Learning Standards Addressed:
8.EE.7 Solve linear equations in one variable.
2.
Learning Target(s): (What will the students know and be able to do as a result of this lesson?)
They should we be able to identify if there is no solution, infinitely many solutions or one solution.
3.
Essential Question(s)/Guiding Question(s):
How do I solve an equation if the variables cancel out? (Identity solution and No solution)
4.
Higher Level Thinking Questions to be used during the lesson:
Because it is the first lesson I will not be using HLTQ in the mini lesson, but there will be problems on the worksheet that address this. See classwork worksheet from RC (Rochester Curriculum).

5.
Bridge/Connections/Hook:
Solve
1.
2.
Solve:
Solve:
-2 + 15 + 4a = 4a + 13
2 - 3 + 9d + 7 - 6d = -3d + 6
3.
Solve: -4 h + 20 + 3 - 2 h = -6h - 1
General Education Teacher
I will be circulating around the room checking homework and answering individual questions. If a student has tired the homework, but did not understand I will have them buddy up with another student to help them work on a few problems together.
Special Education Teacher
Creates engaging and rigorous do now’s. Then checks for understanding by having the student give answers and discover errors or alternative methods.
Students
Student will be working on the bridge on the do now paper and have their homework out for a teacher to check for completion.
6.
Materials/Resources/Technology Integration:
See attached files from Rochester curriculum.
7.
Mini Lesson/Process/Procedure:
Special Cases:

Variables on each side cancel leaving no variables in the equation o Infinitely many solutions / Identity solution

Variables cancel and you have 4=4 or -3=-3 or another “true” equality.


ANY value for the variable will satisfy the equation

This is the identity solution or infinitely many solutions o Null set or No solution

Variables cancel and you have 6=9 or -2=48 or another “false” equality.
 NO value is possible for the variable to satisfy the equation

This means that there is NO solution or the solution is the Null Set.
The variables in this equation will cancel: 10 + 5 x = 5 x + 20
First, identify like terms are on opposite sides of the equal sign.
10 + 5 x = 5 x + 20
Attempting to get the variable term on one side by balancing the equation eliminates the variables entirely!
10 + 5 x = 5 x + 20
-5 x -5 x
10 + 0 x = 0 x + 20
10 = 20
10 is not equal to 20, so there is NO SOLUTION.
NO value of x will ever make both sides of the original equation equal.
The answer is the Null Set. That is, a set with nothing in it: {}
Example 2: 4 - 12 + 4 x = 4 x + 2 - 10
4 - 12 + 4 x = 4 x + 2 – 10 -- Gather like terms on each side
-8 + 4 x = 4 x - 8
-8 + 4 x = 4 x - 8 -- Attempt to isolate the variable
-4 x -4 x
-8 = -8
-8 is equal to -8, so the answer is INFINITE SOLUTIONS or the IDENTITY SOLUTION.
This means ANY value of x will make both sides of the original equation equal.

Possible Misconceptions:
• Combine without balancing (gather like terms across the equal sign)
•
Moving terms without considering the sign in front of the term
General Education Teacher
Delivering the material in an engaging manner. Adjusting the lesson as needed based on the students.
Special Education Teacher
Helping students stay focused during the mini lesson. Making sure certain students are copying down notes and/or writing them for the student.
Students
Students will copy notes, trying the guided practice problems and volunteer writing answers on the smart board.
8.
Work Time/Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?)
Attached worksheet
Have students work on questions #1-15 in groups of 2-3 . Select groups strategically to present their work on one problem each (possibly 2 or 3 solutions to the first 11 questions) at the end of class or during the next class (possibly choose a group with a misconception so that you can address it). Set clear expectations for the presentation and possibly grade the presentations with a rubric (everyone in the group has a role during the presentation, no one disrupts other presentations). Encourage students to present their work whether it is right or wrong. They are responsible to present their work and explain their conclusions – the right answer is not “required”.
General Education Teacher
Circulate around the room refocusing students where necessary.
Special Education Teacher
Circulate around the room refocusing students where necessary.
Students
Will working on worksheet in pairs.
They will be taught the expectations of how to work in pairs before beginning to work. (normal lesson plan)

Assignments will very according to need.
9.
Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson?
Consider all aspects of student diversity.)
Cooperatively working in groups allows for students to teach each other.
10.
What specific Special Education Accommodations/Modifications were made for made?
(specify students)
11.
Management/Social Considerations:
During the lesson we will review the expectations of how to learn and take notes. During the work time we are allowing small groups to work cooperatively to achieve the same goal of completing the worksheet.
12.
Homework/Extensions/Enrichment:
See attached files from Rochester curriculum #1-10.
13. Formative Assessment Criteria for Success: (How will you and your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)

Day 1: Which equation has no solution? Which has infinitely many solutions? Which has x=0 as its solution?
3x + 2 = 3x + 2
3x + 2 = 3x - 2
3x + 2 = -3x + 2
 Day 2: What will cause an equation to have “No solution”? (null set)
 What will cause an equation to have the “Identity Solution”? (infinitely many solutions)
14.
What adjustments will be made for students that do not meet the Criteria for Success?
Since we have two teachers in the classroom if there is a need we can have one teacher take a small group to work on fewer problems with the guidance of a teacher. While the other teacher still monitors the rest of the pairs working cooperatively.
Reflections: will be discussed with 8 th grade planning team (Launhardt, Swartz, Ushe) during vertical team time.
15. How does this lesson reflect academic rigor?
16. How does this lesson cognitively engage students?

17. How does this lesson engage students in collaborative learning and enhance their collaborative learning skills?