ETF Lesson Plan Template
Date:
Friday 9-19-14
Unit Name:
Introduction to algebra and problem solving (unique learning unit 1, lesson 19)
Lesson Focus:
Calculator basics and algebraic symbols practice.
TEKS Standards: Alg1.1C, Alg1.1D *significant modifications for IEPs (math 5.2B, math 5.3k)
Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over? Format
SWBAT: Demonstrate understanding of how to use a calculator to solve basic word problems.
SWBAT: Show understanding of algebraic symbols.
Key Points: What, What: Practice using calculators to solve math problems, differentiated by their
How, Why?
IEPs. (Addition/subtraction, multiplication/division and basic quantitative
concepts).
Why: To learn to solve algebra problems with real world applications and IEP
mastery.
Materials:
Unique leveled templates (attached) and calculators, scratch paper, math
counting cubes (for differentiation).
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL language
 Algebra
 More/less
 Add/Subtract
 Multiply/Divide
 Carryover/borrowing
Assessment Plan: How will I ENSURE alignment to assess that the students mastered the objective?
What will I do if they haven’t? Writing/expression
Students will complete their unique learning math word problem worksheets.
Lesson Cycle:
Do Now: Spiral review? Formative assessment?
Teacher Actions:
 Written assessment with all math
symbols, asking to identify the function
(to get a baseline of prior knowledge)
 “You will have 10 minutes to write your
answers, raise your hand if you need
help. We will popcorn out answers when
time is up.”
 “If you finish early, pencils down so I
know we are ready to move on.”
10 min
Student Actions:
 Ss will match their symbols to the correct
mathematical function.
 Ss will take 10 minutes to write an
acceptable response.
 Ss will share out loud their responses.
 If finished early, Ss will put their pencils
down and silently wait for instruction.
ETF Lesson Plan Template
Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment,
20 min
etc.? CFU: How will I check for student understanding of the new learning?
Teacher Actions
 T will describe display the first unique
graphic organizer on quantitative
concepts
 T will show a calculator and have
students point out the functions on the
calculator buttons.
Student Actions
 Ss will participate by watching the power
point and answering CFUs by receptively
pointing to the correct buttons on the
calculator.
*significant alteration to the rest of the work
due to students current IEPs, as they are not
having prerequisite skill level for multiplication
or division.
Guided Practice (We Do): How will I walk students step by step through what I want them to do?
30 min
How will I balance teacher-led and student-led? (Gradual release: Model, Teach Back, partner/group
practice) CFU: How will I know During the lesson that students are on track to master the objective? What
are the anticipated misconceptions/misunderstandings and how will I address them? How will I emphasize
key points?
Teacher Actions
 T will display the unique leveled
addition/subtraction worksheets and
work through them as a class.
Student Actions
 Ss will imitate or compute the same
responses with their calculators
 Ss will record their numeric responses in
the blanks provided on the unique
worksheets.
Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s
30-40
adequate time for practice? Behaviorally, what does this time look like and sound like? CFU: How will I
min
circulate to among students to ensure everyone is on track towards mastery? How will I gauge mastery?
Teacher Actions
Student Actions
 “I am passing out a worksheet for you to
 Ss will work independently or with the
try some problems on your own. If you
help of an aid and teacher 1:1
need assistance with your calculator raise
conferencing to fill in their math
your hand and I will assist you.”
problems.
 “Once you are finished turn them into
 Students may complete this exercise by
the top tray and get a library book or
using calculators or alternatively
puzzle to work on silently until time is
manipulatives or scratch paper.
up.”
 Ss may raise their hand if they require
assistance.
 Ss will turn in work to the top tray once
work is completed.
 Ss will choose a specified activity to work
on if finished early.
ETF Lesson Plan Template
Closing: How will I have students summarize what they’ve learned? How will I reinforce the objective’s
10 min
importance and its link to past and future learning?
Teacher Actions
Student Actions
 EXIT TICKET : Completed math
 Students will turn in their completed
worksheets will serve as the exit ticket for
math problems.
this activity.
Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I group my students? Which
strategies will I choose to make sure I engage every student on his/her ability level?
Worksheets are from the unique learning curriculum. Q/T/JP will have level 3 (words only), while
J/D/A will use the picture forms. A/D will need help receptively identifying their responses and will
not be able to respond to verbal group questions or write.
Accommodations/Modifications: What supports will I provide students on an IEP or as needed?
Individual teacher conferencing
Frequent checks for understanding
Extended time
Shortened assignment
Peer tutoring
Assessments read orally
Modified work
Learning Lab for extra help
Check list provided
Preferential seating
Other (state below)
Frequent 10 and 15 minutes breaks for Tatum, Jorge and Juan Pablo
Homework:
N/A