Spark 101 Lesson Plan
Video Presentation Title:
Unit of Instruction:
411 on Math 101
Expressions and Equations
Course: Investigations into Mathematics - Grade 7
Standard(s):
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.
Objective(s):
Students will be able to write and solve equations based on real world problems.
Assessment/Demonstration of
Learning:
Solving Equations in the Real
World
Resources Needed:
 Internet Access
 Chart paper/whiteboard for consensogram – consensogram directions and template can be accessed at
http://www.spark101.org/media/action/step/files/Educator_Resource_Template_MakingConnection
s.pdf
 Sticky notes or stickers
 Spark 101 Value Based Problem Solving Classroom Template
 Spark 101 Student Resource Solving Equations in the Real World
© 2015 Spark 101
Developed by Ginger Berry, Argyle Middle School, Silver Spring, Maryland
Page 1 of 3
Lesson Component
Time Allotted
Teacher Procedure
Display a consensogram with the following question for the entire class:
Activator
(Prior to showing the
video presentation)
Time:
5-10 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
1) Do you want to attend college?
5 – I really want to attend college.
4 – I kind of want to attend college.
3 – I’m not sure if I will attend college.
2 – I don’t think I want to attend college.
1 – I don’t want to attend college.
2) On your sticker/sticky note, predict the cost to take one college (three credit)
course.
Have the class group and analyze the data together. Discuss the following questions:
 What do you notice? Wonder?
 Are there any trends among cost predictions of students who do or do not want
to attend college?
 What conclusions can be drawn from our data?
Problem/Motivation
(Part I of video)
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
© 2015 Spark 101
Time:
6 minutes
Show this first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing.
Part 1 ends at 4:04
Time:
8 minutes
What is the question/problem being solved?
If you were struggling in a college math class, what might you do to improve your
understanding?
Grouping:
Checks for Understanding
Independent
Pairs
Small groups (3-5)
Whole group
1)
2)
3)
4)
Distribute “Value Based Problem Solving” (Problem Solving Resource).
Determine and clarify the problem together as a class.
In pairs, allow students 5 minutes to identify possible solutions to the problem.
Explain to students that they need to determine the cost to the university of
students withdrawing from their math courses.
5) Review the information provided to students on “Solving Equations in the Real
World”
6) Provide students with time to complete “Solving Equations in the Real World”.
Developed by Ginger Berry, Argyle Middle School, Silver Spring, Maryland
Page 2 of 3
Solving the Problem
(Part II of video)
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Future Impact and
Meaning
(Part III of video)
Time:
2-5 minutes
Time:
10 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Time:
2-5 minutes
Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current or
future goals)
Time:
5 minutes
Summarizer/Closure
Time:
5 minutes
Grouping:
Show this second segment of the video to your students, letting them know that they
will be comparing their proposed solutions and mathematical solutions to the actual
solution shared in the video.
Part 2 ends at 9:26
1) Using the “Value Based Problem Solving” classroom template, ask students to
share some of their solutions, possible consequences, and values.
Checks for Understanding
Ask students:
How are your ideas similar or different than those shared by professionals in the
industry?
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on possible solutions for boosting math achievement at all levels.
Ask students:
1) What information was new or surprising to you?
2) What implications might this knowledge have on your learning?
Checks for Understanding
Independent
Pairs
Small groups (3-5)
Whole group
Students will summarize their learning using the Standards for Mathematical Practice.
Ask “How were you able to reason abstractly and quantitatively to solve the problem?”
Assessment (if applicable)
Additional Notes (if needed)
CK12 Connections (if available)
OpenStax Connections (if available)
http://www.ck12.org/algebra/Expressions-with-One-or-MoreVariables/lesson/Expressions-with-One-or-More-Variables-Grade-7/
© 2015 Spark 101
Developed by Ginger Berry, Argyle Middle School, Silver Spring, Maryland
Page 3 of 3