ASSURE Model Instructional Plan
Title of Lesson: Introduction to Algebra: Solving Equations and Inequalities
Teacher Name: Christina Newkirk
Grade: 6th
Subject: Math
Duration: 1 Day
Analyze Learners
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24 students
12 males/12 females
Ages 11-13
Mental, Social, Physical, Social Notes such as:
o 4 EC Students with IEPs
o 3 students with 504s
o Visual (17), Kinesthetic/Tactile (6), Auditory (1) learners in the classroom
5. These students are familiar with completing basic skills worksheets but unfamiliar with having
to construct their own meaning through discovery. As a result, they are limited in problem
solving, reasoning, and proving.
6. Learning Styles
(Estimate % of Students)
o Visual 71 %
o Auditory 4%
o Kinesthetic/Tactile (Hands On) 25 %.
State Objectives
North Carolina Objective 5.03
Students will be able to solve simple (one-and-two-step) equations or inequalities.
Select Media, Materials, and Methods
All media and materials needed for the lesson are listed, and are lesson appropriate.
 SAS Curriculum Pathways: (Quick Launch Numbers: 82 and 489)
 24 Computers
 Online/Interactive Algebra Tiles
 Smart Board
Utilize Media, Materials, and Methods
Online Algebra Tiles:
http://my.hrw.com/math06_07/nsmedia/tools/Algebra_Tiles/Algebra_Tiles.html
Algebra tiles are known as mathematical manipulatives that allow students to better understand
ways of algebraic thinking and the concepts of algebra. These tiles have proven to provide concrete
models for middle school students. Algebra tiles allow both an algebraic and geometric approach to
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Last Revised: December 11, 2005
ASSURE Model Instructional Plan
algebraic concepts. They give students another way to solve algebraic problems other than just
abstract manipulation. Using online-computer base Algebra Tiles incorporates 21st century
learning. Students will set-up simple one-and two step algebra problems and use the online tiles to
solve them. (The smart board will be use to project the problems students should complete)
SAS Curriculum Pathways: (Quick Launch Numbers 82 and 489) Web Inquiry: “When solving
equations, how can you know if your answers are correct before your teacher does? (82). Web
Lesson: Solving Linear Equations (489).
Computer: Each student will need access to a personal computer to complete all exercise
Require Learner Participation
Introduction:
Students will Translate words into symbolic expressions. Translate word problems into simple
equations and vice versa. Using the smart board, I will set up algebra tiles as a preview to what
students will be doing independently.
Activity: Set-Up Shop with Algebra
One way to make variables and expressions more concrete for middle school students is to use realworld examples. Using items around the classroom, we will create a “store” and set up expressions
to represent the cost of the items. It takes just a few minutes to set up, but this activity will have
lasting effects. Those once abstract and confusing variables and expressions will now represent realworld thinking – and real-world shopping!
Materials:
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sticky notes
black marker
classroom items, such as books, paper, pens, pencils, books, desk, book bags,
Begin the activity by explaining to students that every time we are shopping, we write expressions “in
our head”. It’s really simple if you think of writing expressions as just writing out what you are thinking
as you shop.
Explain how you would set up a simple expression to represent the cost of one item.
EX - Say: “I want to buy 3 pencils.
First, I set up an expression to represent the cost of the pencils: 3a
Next, I calculate the cost of the pencils by filling in the price of each apple: 3(.90) = $2.70.
Equation: 3a = 2.70.
Wrap-up
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ASSURE Model Instructional Plan
Students will use SAS Curriculum Pathways Solver: Linear Inequalities
http://www.sascurriculumpathways.com/ProductEntrance/Tools/SimplifierSolverTools/tool.jsp?tool=8.
They will do the practice problems as well as the quiz.
 5 minute review
Reinforce what the students should have learned from the lesson.
Evaluate & Revise
Student Performance
Students will summit quiz results from SAS curriculum pathways by way of email. Problems will be
graded for correctness.
Media Effectiveness
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Was the smart board useful in promoting class discussion? Did it prove useful for visual
learners?
Did the shopping activity work well amongst the class? Was it easy to use? Was it helpful for
kinesthetic learners?
Were the web lessons helpful in focusing student responses’?
Instructor Performance
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Did the lesson run smoothly? Was it well-planned?
Did the class respond well to the lesson?
Were the learning objectives achieved?
Could the lesson be improved in the future?
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Last Revised: December 11, 2005