Comprehensive Lesson and Summative Assessment

Comprehensive Lesson and Summative Assessment

Part 1: Lesson Plan

Section 1: Lesson Preparation

Teacher Candidate Name:


Kathleen George


Grade Level:


Grade 8


5 May 2020




Instructional Plan Title:Translate and Evaluate algebraic Expressions


Lesson Summary and Focus:In the lesson, Comprehensive Lesson and Summative Assessment, the learners will apply algebraic expressions to represent, analyze, and solve a variety of problems by recognizing different elements in the equation. The student should also grasp the concept of a function as a rule that assigns element in an algebraic expression.


Classroom and Student Factors/Grouping:The learners with similar learning abilities will be placed in one group and given different tasks.

Each group will be assigned different tasks based on the content of the lesson and the need for additional help, time and practice


National/State Learning Standards:The learner should make sense of the algebra problems and develop a solution by analyzing givens, constraints, relationships, and goals.

The learner examine and express regularity in repeated reasoning to give sense to a wide array of mathematical problems and apply them to real-life events


Specific Learning Target(s)/Objectives:The learner should be able to create an equation that defines a problem in a given situation

The learner should be able to interpret the equation and description the exact view of the situation



Academic LanguageAlgebra


mathematical formula





Resources, Materials, Equipment, and Technology:Grade 8 Mathematics textbook

Pens and pencils

Writing papers

Manipulative and other visual aids


Section 2: Instructional Planning

Anticipatory Set

I will use puzzle to develop algebra expression and ask the students to determine the different parts of the equation and their relationship.

In Comprehensive Lesson and Summative Assessment, the learners will participate in a reflective discussion using questions and answer session

Time Needed



Multiple Means of Representation

I will use different types of flip charts attached on the board to depict how algebraic equation are developed. Each chart will have different expression whereby the students will make comparison and give their responses.

I will use the notes provided in the textbook to teach the learners on different technique used to generate an algebraic expression and equation

For English language learner, I will use adopt English linguistic in the presentation of different elements in the classroom environment.

I have a video on algebra and intend to use in the learning session to give the learner a vivid picture of what algebra involves.  The video will be essential for the learners with special needs.

Students with gifted abilities will be given opportunities to engage in more work to allow them improve their skills in algebra during the Comprehensive Lesson and Summative Assessment.

Time Needed




10 min

Multiple Means of Engagement


Time Needed




15  minutes

Multiple Means of Expression

The learners will demonstrate their acquired knowledge through class presentation. Each learner will have a chance to make a presentation in class by demonstrating the different aspects of algebraic.

The learners using English language and gifted abilities will undertake a multiple-choice examination and essay writing

In the case learners with special needs will only participate in class discussion and open and answer forums.

I will formative assessment to examine the learning abilities of the learners based on their different needs.

For comprehensive lesson and summative assessment, each learner will undertake mid-term exam and final exam in line with the content standards

Time Needed



10 minutes

Extension Activity and/or Homework

At the closure, I will enquire from the learners what they have achieved in each lesson.

I will provide the student a homework activity to assess their knowledge level.






Time Needed


5 minutes

Part 2: Summative Assessment

The assessment will involve mid-term and final examination. Summative assessment will be vital because I will identify the possible problems of the learners, assess each student’s performance, and adjust the instructional strategies to meet the needs of the learners. In the assigned groups, the learners will answer three short-answer items. Each student will write an essay on algebra based on his or her understanding. The essay will be used as the results for the mid-term examination. The end of the term examination will involve multiple-choice questions. The learners with special needs will engage in different assessment based on their learning abilities.


The essay will be the importance of algebra. The student will be required to write one page essay.

Short-answer items

Write two examples of:




Multiple-choice questions

Simplify the expression by combining like terms.

  1. 7b – 3b + 4
  2. A) 10b + 4
  3. B) 8b
  4. C) 4b + 4
  5. D) -4b + 4
  6. 9x + x – 4x + x
  7. A) 7x B) x2 + 5x
  8. C) 5x
  9. D) -x2 + 5x


  1. 8x – 3 + 4x – 3
  2. A) 6
  3. B) 6x
  4. C) 4x – 6
  5. D) 12x – 6


  1. The product of two negative terms is a negative term



  1. The exponents of a variable term in the polynomial is a
    a) integers
    b) negative integers
    c) positive integers
    d) non -negative integers
  2. Identify the coefficient of x in the expression


  1. a) 1
    b)  -1
    c) -2
    d) None of the above
  2. The expression of p and q deducted from their product is
  3. a) p +q- pq
    b)  pq-p+q
    c) pq- (p+q)
    d) pq + p – q


  1. -8(3y + 5) – 5


  1. A) 24y + 35
  2. B) -24y – 80
  3. C) -24y
  4. D) -24y – 45


  1. 9x – y2 where x = -2, y = 3, z = -4 .
  2. A) 12
  3. B) -27
  4. C) -24
  5. D) -9


  1. -4x + 5y + 6z where x = -2, y = 3, z = -4 .
  2. A) -46
  3. B) 6
  4. C) 19
  5. D) -1

The essay will account for 20 percent, the three short answer item 20 percent and the multi-choice questions will weigh 60 percent.


Part 3: Reflection

In the development of a lesson plan, formative and summative assessment are vital because they help to develop a better understanding of the student’s learning abilities and needs. Assessment in a learning environment is vital because they inspire learners to learn and acquire new knowledge. Instructional strategies and assessments enable a teacher to match the needs of the learners and the learning objectives. In the case of the Grade 8 mathematics, instructional strategies played a vital role in the development of an effective student-teacher relationship. Instructional approaches enable a teacher to connect with the students and facilitate active participation in the classroom environment. For instance, I managed to use a variety of teaching methods to reduce boredom and tension in class as well as allow all the learners to be part of the lesson.

Instructional strategies are significant because a tutor is able to incorporate various principles for the lesson of the day and consequently promote the ability of the learners. Besides, the tutor is able to evaluate the lesson and identify the gap that requires urgent attention (Rosenshine, 2012). The application of assessment in the lesson plan enabled me to gather relevant data, which was essential in addressing the needs of the learners and improve the instructional strategies in future. Through formative assessment, a tutor develops different instructional strategies that help to meet the learning objectives effectively (Meado, 2017; Scherer, 2016). In the case of summative assessment, I used strategies that aim for specific improvements in the student-learning environment. In a class with learners with special need, summative assessment is vital because it helps to examine the learning development of the learner at a particular time using the content standards.

Using the classroom profile, I apply summative assessment to understand each learner based on his or her ethnicity, gender, socio-economic status, English proficiency, and parental involvement. The assessment has been of great importance because I have been able to understand the need of each learner and facilitate different teaching methods based on their abilities. I also managed to learn that each student is gifted different and the ability plays a vital role in the classroom participation. The analysis inspired me to integrate theory to practice skills by giving learners opportunities to use their abilities to solve different algebraic problems. Through summative assessment, I ensured that the results of formative assessment did not affect the efficiency of the lesson plan.



Meado, D. (2017, March 06). How Dynamic Formative Assessment Can Improve Student Learning. Retrieved May 06, 2020, from ThoughtCo:

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All teachers should know. American educator , 12-20.

Scherer, M. (2016). On Formative Assessment: Readings from Educational Leadership (EL Essentials). Alexandria, VA: ASCD.