Concordia University Nebraska Education Department Lesson Plan Format

Name: Lauren Holmlund Grade Level: 10th/11th Grade

Topic/Central Focus: Solving Systems of Subject: Algebra II

Linear Equations/Solving linear word problems Time Frame: 85 minutes

Standard(s) to be met in the lesson:

Math 11.2.3 Applications: Students will solve real-world problems involving linear equations
and inequalities, systems of linear equations, quadratic, exponential, square root, and
absolute value functions.

Math 11.2.3.a Analyze, model, and solve real-world problems using various representations
(graphs, tables, linear equations and inequalities, systems of linear equations, quadratic,
exponential, square root, and absolute value functions).
Learning Objective: Assessment Tool(s) and Procedures:

The student will be able to solve word Formative Assessment: Students will be
problems related to systems of linear given an exit ticket to complete at the end
equations. of class.
Formative Assessment: Students will be
given a worksheet to complete as
homework for the next class period.
Summative Assessment: Exam at the end
of the unit.

Research-Based Best Practice used in lesson and why it is appropriate/useful

Cooperative Learning – Students are doing work together to help understand the material
even better.
Direct Instruction – Helpful in explaining the material before students work together.
Student Engagement used throughout the lesson
After going through a couple of examples students are going to be called on to help walk
through more examples. After a couple examples as a whole class they will work together in
groups to do problems, so they aren’t listening to a direct lecture for the entire class period.
Academic Language:
Variables
System
Problem
Solution
Materials: Technology:
PowerPoint PowerPoint
Warmup Quiz Students have option to use calculator of
Stations Worksheet Desmos to check answers.
Exit Ticket
Homework Worksheet

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Concordia University Nebraska Education Department Lesson Plan Format

Faith/Values Integration:
N/A
Assets (Knowledge of Students: personal, cultural, community)
Students work well in groups and enjoy doing so.
There are students who are gifted who can help slower learners.

Differentiating Instruction
Students often have more interest in working in groups, so working together in groups helps
them learn rather than just simply doing a lecture about word problems. Groups are also
based on student needs. Gifted students are going to be bored simply just doing the work.
However, they’re going to be paired with students who do need some extra help and are
going work with them to help them understand the material, as sometimes peer instruction
can be more effective.
Procedure with time allotments:
A) Hook/Engage/Pre-Assess Students:
Posting a word problem on the board. This problem will eventually be used as the
example problem to walk through as a class in demonstrating examples

B) Communicate the purpose of the lesson to students (objective/assessment)

The object of this lesson will be clearly stated as the students will be able to solve
word problems

C) Instructional Sequence:
(15 minutes): Students will walk in to a warm up quiz written on the board. This
question is in regards to the previous day’s lesson regarding solving systems by
substitution and elimination. After students are done with their warmup quiz we will
go over the problems as a class and students will grade their work and then the
teacher will collect them as well as the previous day’s homework worksheet’s to
assess formally how well students are grasping the idea. Take some time for any
questions.
(3 minutes): Dive into the new topic, which is solving word problems relating to
systems of linear equations. Start by simply putting a word problem on the screen for
students to see what a word problem for solving systems looks like. Be sure to state
the word problem out loud, so students can hear it verbally as well as see it visually.
(12 minutes): Carefully walk through the steps on how to solve the word problem.
(Write what you know, define variables, etc.). After walking through the steps, go
back to the word problem originally posed, and apply the steps to it with the class, so
they can see an example on how to solve the problem.
(5 minutes): Do another 1-2 examples for the students to see. Have the students
follow along and ask questions on what they should be doing rather than just sowing
them what to do for these problems.
(45 minutes): Have students ready to go into groups and give each a worksheet. The
groups won’t be random but chosen based on who needs more help. Students like
Scott and Emma are going to be put into groups with people like Sarah, Tom, and
Anna, who might need extra help. Scott and Emma can help teach the students
during this time rather than just do the work and be bored. The students will be

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Concordia University Nebraska Education Department Lesson Plan Format

divided into 8 groups (7 groups of 3, 1 group of 4), and there will be eight stations.
Each station has a different word problem. The students will spend 5 minutes at each
station working through the problem at that particular station together. If students
don’t finish a problem during that problem’s allotted 5 minutes that’s okay. They will
rotate every five minutes to a new problem. This gives time for the students to work
in different groups.
(5 minutes): Students will be given an exit ticket to work out a word problem and
hand it in before the end of class. Then will be given a worksheet of 4-5 word
problems to do as homework for the next class period.

D) Closure:
Students will do an exit ticket as a formative assessment at the end of the class
period so that the teacher can gage the students’ understanding of going through the
steps to solve a word problem and actually solving one correctly.

Analyzing Teaching (Reflection):

Completed after the lesson is taught.

Give evidence that the lesson was successful for students meeting the learning
objective(s).

If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.
Clearly state each change you would Explain why and how you would change
make. it.

Updated 8/15/19