Sample Lesson Plan: Solving System of linear equations

I found a great lesson plan for a unit focused on solving a system of linear equations.

Please check it out at

This unit plan is broken into 5 lessons. I think it is a great example of using multiple representations and Bloom’s taxonomy in the classroom. The unit plan is very logical and starts with a definition of a system of linear equations. By the fifth day, or fifth lesson, students are focused on “Interdisciplinary Problem Solving” using real-world examples.

What I felt was lacking in this unit plan was a measureable objective and an appropriate assessment to determine mastery of said objective. I feel that this is often overlooked when lesson planning–how will we know if the students mastered the objective? How will we know if we effectived presented the material? I believe strongly that each plan must include this essential component.

I’d love to get your thoughts on this. Namely, can lesson plans be effective without a measurable objective? Can they be effective if there is not an appropriate assessment tool?

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5 Responses to Sample Lesson Plan: Solving System of linear equations

  1. A follow-up question: can a lesson be good based on qualities other than effectiveness, and without being effective?

    • semhouston1 says:

      Great question. Can a lesson be good based on other qualities than effectiveness?

      I’m going to think about that and would love your insight, but I believe that lessons are given to provide students with necessary skills–skills they will ultimately be tested on and in many cases called on to use in life. If lessons are given to provide students with skills, then their effectiveness must be measured by whether or not that was acheived–did the students master the objective?

      • Effectiveness has to do with goals, namely, achieving the right ones. The other possible focus is on processes: the journey, not the destination. “Not all who wander are lost” type of thinking. Some widely used learning methods, such as the Socratic dialogue, roleplaying, or free exploring of rich environments, are not goal-oriented.

  2. Al Williams says:

    Lesson plans should have measurable objectives and students should be assessed to see if they met the lesson objectives. Of course, plans should be adaptive, but then the objectives and assessment should be changed accordingly.

    Lots of good stuff and other learning can happen within a lesson plan. But if the students need to learn a specific objective – then for that lesson to be effective, the objective ultimately has to be met. Or changed. And then the new objective should be met.

  3. esivel says:

    My intuition tells me this is not true, a lesson plan doesn’t have to have a measurable objective to be effective. There may be long term goals in the lesson that are not immediately measurable after one day or even one week. I would still say the lesson was successful if these objectives were met by the end of the unit, marking period, school year, or some date even later.

    However, my intuition also tells me that I want some secondary objective in the lesson that is measurable. This is for the sake of focusing the students who need highly structured lessons. The ones that are interested in the true intent of the lesson will suffer, but that is how it often is. There usually are such trade-offs.

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