Pre-Algebra Chapter 1 Review Lesson
Pre-Algebra Chapter 1 Review Lesson
Pre-Algebra Chapter 1 Review Lesson
th
Lesson Title: Chapter 1 Quick Review Grade Level(s): 7 Grade Pre-Algebra
Learning Area(s): Sections 1.1-1.9: variables, expressions, solving equations with addition, subtraction,
multiplication, and division; inequalities, “Like Terms”, “Ordered Pairs”, “Graphing on a Coordinate
Plane”, and “Interpreting Graphs and Tables” (Rheinhart, 2008). Lesson Length: ~15 min
IV. Accommodations for Learners who have difficulty, ELL/ESL/LEP, gifted, etc.
• Students work in pairs (they make and solve the equations and then check with their
partner)
• Students can ask questions
• Students can meet before or after school, as well as during their lunch hour if they are
having trouble
Reminder: Vocabulary Test on Monday (Just to write on the board – THEY need to find the
definitions)
So learn the terms on page 52, if you haven’t learned them already
C. Evidence of learning –
The evidence of learning will be measured by each individual’s:
In-class participation (using the given work time)
The completion of the assignment* (which is due the next day)
Quiz score (taken at a later date) and
Test score (also taken at a later date)
b. Did the learners meet the intended outcome? Why or why not?
I think the students met some of the outcomes, but I didn’t get through the entire
lesson, so they may have missed out on a few objectives. However, when I taught 7th
hour, I got through the whole lesson – Yay!
During the 1st hour class, some students were still making the same errors as on
the quiz, but I corrected these on the board. I would nod when I saw the answer on the
individual boards and then the students would take them down. I noticed Mr. Odenbrett
only nodding when the students got the answer right, in another class, and I did that in
my 7th hour. It gave the students a chance to practice doing the problems right after they
got it wrong. I liked Mr. Odenbrett’s way better, so I adopted that technique for 7th hour.
I think most, if not all, of the 7th hour class met the intended outcomes. I was
able to get through the whole lesson, and the students were changing wrong answers and
getting the right answers. It was exciting. I loved teaching the lesson, and most students
seemed to love participating in the lesson.
e. In the future, how will you apply what you have learned from this lesson?
Like Mr. Odenbrett said after my 1st hour lesson:
I should sketch graphs when correcting homework (and verbalize that they need to
label their graphs, but I am not (for time purposes). I accomplished this for my 7th
hour class.
I should ask questions instead of writing them on the board (ask the question, and
just put the problem on the board). I accomplished this in my 7th hour class.
I should work on timing. For my 7th hour class, I was able to get through the whole
lesson, so I improved on my timing, but it should be better, so that the students can
do some homework and ask questions.
f. What will you do if students did not meet your objectives?
If the students didn’t meet my objectives, I can help them on an individual basis
before, after, and/or during school. This was review, and I tried to help them fix the errors
that they keep making on their quizzes. If all my students are doing poorly, then I will
probably have to make some significant changes in my teaching style, but if only some
are having trouble, I can work on finding a new way of helping. However, I can only do
so much if they don’t ask questions and come in for help. I can maybe contact parents or
require them to stay after school, but that might push the student away more (if they are
forced to come). I am gradually working on fixing things in my teaching style, lesson
planning, and teacher duties, but I it will take a lot of experience to be a great teacher,
like Mr. Odenbrett.
Works Cited
Rheinhart., & Holt, W. (2008). TE Holt Pre-Algebra 2008. New York: Holt
McDougal.
References
Concordia University, St. Paul, MN. ED200/2006-07HDBK.
Lesson Plan Template was taken directly from pages 33-34, but some parts have been
rearranged for convenience and/or for spacing purposes.