Component One: Organizational Information

Teacher
Miss Fornwald Grade Grade 6
Name(s)
Level(s)
Unit(s) /
Subject
Math Topic(s) / Algebra
Area(s)
Strand (s)
Start/Stop Position
Start: 10:30 am
Times + of Lesson
End: 11 am 1/1
Lesson within
Duration: 30 min.
Duration Sequence:

Component Two: Description and Rationale

The class is in the beginning stages of understanding algebra and what steps it takes to find a
missing number. We will begin by doing a couple of review questions and then will be
Description: competing in a challenge called the Equation Maker Team Challenge. Each pod will work
together as a team to create an equation based on the sequence they will be given. Then we
will work through the answers together. Then, I will evaluate where everyone is at by asking
students to demonstrate who are lower, middle, and high learners.
Algebra will be something they use for the rest of their time in school and is important in
Rationale: building problem-solving skills. Working together will help those students who are struggling
and will help those who seem to comprehend it well get a deeper understanding.

Component Three: Learner Outcomes

ORGANIZING IDEA

Algebra: Equations express relationships between quantities.

General
Learner GUIDING QUESTION
Outcomes(s)
(GLOs) How can equality create opportunities to reimagine number?
(or equivalent)

LEARNING OUTCOME

Students represent and apply equality in multiple ways.

Specific
Learner
− An equation is solved by determining an unknown value that makes the left and right
Outcome(s) − sides of the equation equal.
(SLOs)
(or equivalent)
− Write equations involving one operation to represent a situation.
− Solve problems using equations, limited to equations with one operation.

Component Four: Learning Objective(s) and Assessment Evidence

Learning
Students will be able to create an equation based on a sequence.
Objective(s)
Students will be able to solve an equation with an unknown value that is a single digit.
 Intended
Learning Objective Driving Question(s) Response(s)

7 + y = 10
Students will be able to create an What would an equation be for the
equation based on a sequence. sequence 7, 10, 13, 16, 19, 22
Students will be able to solve an Y=3
equation with an unknown value that Solve the equation above.
is a single digit.

Component Five: Pre-Lesson Preparations

Materials and Equipment
− Loose leaf x 23
− Pencils
− Dry erase markers
− Whiteboard
− Math duotangs
− Math workbooks
− Equations written on sticky notes

Teacher Tasks
− Write equations on sticky notes x7

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention − We will begin our lesson by doing the same style of questions that we did
Grabber at the end of class yesterday.
− I will write these sequences on the board and students can raise their
hands if they feel confident they can solve it.
− The first of the two sequences is at the same level as the last question we
did yesterday.
− The second sequence is a bit more advanced.
− The first question will show me their understanding of yesterday’s
content, but the second will be an indication that we are ready for a bit
more challenging content.

Sequence 1: 71, 65, 59, 53, 47, 41, 35

47 – f = 41 5 min.
F=6

Sequence 2: 88, 82, 79, 73, 70, 64, 61, 55, 52

73 – e = 70
E=3

70 – g = 64
G=6

− At the end of class today, you will be making your own sequences,
making them into equations, and solving them. Keep this in mind as we
do our next activity.
Description It is important the students get a brief review of the content before they do this
and same style of questions, but in a time crunch and with other team members who N/A
Rationale they may need to assist.
Time
Activities Allotment
Learning − Hand out mini sheets with equations on it
Activity #1 − Hand out loose leaf (hand outters)
− Ask students to put in their math duotangs
− We’re gonna do a mini challenge
− In your table pods, you’re gonna work together to complete a series of
equations.
− The trick is, you will have a 2 minute timer to make sure your whole
group finishes the question.
− You will start at your desks, and then you will move to a new table each
time.
− When you finish, you will move with your pod to the next table which will
have a new equation on it.
− I will let them know what table goes where so there is less confusion in
the transitions. (table 1 moves to table 2, etc.)
− Fist to five, how are we feeling? Do we understand the instructions?

Instructions for Equation Maker Team Challenge (write simplified version on

board): 20 min.
− Write down sequence
− Decide if it is increasing or decreasing
− Draw your box
− Create equation (make sure to use a letter to represent the missing
number)
− Solve the equation
− Check if there are multiple equations to be made
− Ensure you are labelling which question you are on (it is written on paper
that has the original sequence on it)
− Move to next table
− Repeat this until you have finished all the questions.

− At end, I will ask if anyone didn’t get enough time to finish any questions.
− I will leave a few minutes at the end to ensure everyone gets time to
complete all the questions.
− We will then go through all the questions we completed to students can
check and correct their work.
Learning ***Sponge***
Activity #2 − Begin working on pg. 24
− Cole’s question
o Guess and test N/A
o Ask students to throw out answers and try them out
− Read all the pieces
− Do reflecting
Closure/Cliffhanger Time
Allotment
Assessment − Exit Slip
of Learning: − Students will write their own sequence, create an equation, and solve the
5 minutes
equation.
− They will do this in their table pods.
 − Requirements:
o Sequence
o Box
o Equation
o Solution
− You will write all you pod members names on your piece of paper. Then
you will hand it in to me at the end of class.
− If you do not hand it in or do not put your names on it, I will be taking 3
beads each
Transition: Hand over to Mr. Mackin N/A