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SEL+Algebra

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Shai Fischmann

Tier 2
For Schools

Lesson Plan

Self-Regulation in Algebra Plan

Students will learn and practice three self-regulation strategies—focused breathing, mental check-ins, and planned breaks—while solving algebraic equations, to strengthen both their emotional resilience and math performance.

By integrating SEL with algebra, students build self-awareness and persistence, reducing math anxiety and improving problem-solving skills in a supportive small-group setting.

Audience

9th Grade Group

Time

Three 45-minute sessions

Approach

Interactive SEL-integrated algebra sessions

Materials

  • Self-Regulation in Algebra Plan, - Regulate to Solve Slides, - Strategy Sharing Circle Discussion Guide, - Algebra with Breaks Worksheet, and - Worksheet Solutions

Prep

Teacher Preparation

30 minutes

  • Review the Self-Regulation in Algebra Plan and session objectives
  • Preview the Regulate to Solve Slides and note SEL checkpoints
  • Print copies of the Algebra with Breaks Worksheet and Worksheet Solutions
  • Familiarize yourself with discussion prompts in the Strategy Sharing Circle Discussion Guide

Step 1

Session 1: Focused Breathing

45 minutes

  • Intro (5 min): Explain how self-regulation supports clear thinking in algebra
  • SEL Warm-Up (5 min): Lead a 2-minute guided breathing exercise
  • Mini-Lesson (10 min): Use slides to model solving one-step equations, pausing to practice focused breathing before each step
  • Partner Practice (15 min): Students solve two equations together, using breathing when stuck
  • Reflection (5 min): Share how breathing impacted focus—record in journals
  • Exit Ticket (5 min): One equation to solve independently, noting breathing use

Step 2

Session 2: Mental Check-Ins

45 minutes

  • Check-In (5 min): Students rate stress/focus on a 1–5 scale
  • SEL Mini-Lesson (5 min): Introduce “mental check-in” strategy—pause, notice thoughts and feelings
  • Guided Practice (10 min): Solve two multi-step equations, pausing after each for a check-in
  • Small-Group Work (15 min): Triads work on Algebra with Breaks Worksheet problems #1–4, using check-ins and recording notes
  • Strategy Sharing (5 min): In circle, discuss one challenge and how check-in helped
  • Quick Quiz (5 min): One multi-step problem, annotate check-in moments

Step 3

Session 3: Planned Breaks & Synthesis

45 minutes

  • Warm-Up (5 min): 1-minute breathing, 1-minute check-in
  • SEL Strategy Review (5 min): Briefly recap breathing and check-ins, introduce scheduled short breaks
  • Independent Practice (15 min): Complete last four problems on Algebra with Breaks Worksheet, taking 1-minute break after two problems
  • Group Reflection (10 min): Use Strategy Sharing Circle Discussion Guide to share insights on all three strategies
  • Assessment (5 min): Distribute Worksheet Solutions for self-checking; students annotate mistakes and strategy use
  • Closing (5 min): Set personal goal for next algebra class using one self-regulation strategy
lenny

Slide Deck

Regulate to Solve

Integrating self-regulation strategies with algebra problem solving.

Welcome everyone! Introduce the slide deck title and connect self-regulation with algebra success. Emphasize we’ll learn strategies to boost focus and reduce stress.

Today's Objectives

• Understand how self-regulation supports algebra
• Practice focused breathing, mental check-ins, and planned breaks
• Apply strategies to solve equations

Read aloud the objectives. Ask students to notice how each goal connects to both SEL and math skills.

Why SEL in Algebra?

Self-regulation helps reduce anxiety, improve focus, and boost persistence when solving math problems.

Explain why reducing anxiety and maintaining focus are key to math performance. Cite how self-regulation builds persistence.

Three Key Strategies

  1. Focused Breathing
  2. Mental Check-Ins
  3. Planned Breaks

Briefly define each strategy. Tell students they’ll experience all three over sessions.

Session 1: Focused Breathing

Pause and breathe to reset your focus before tackling each step.

Introduce Session 1. Emphasize we’ll use breathing to reset focus before each step.

Guided Breathing Steps

• Inhale slowly for 4 seconds
• Hold for 4 seconds
• Exhale slowly for 4 seconds
• Repeat 3 times

Lead the class through this breathing pattern. Demonstrate with counts, and invite students to close eyes.

Example: One-Step Equation

Solve x + 5 = 12
• Step 1: Pause & breathe
• Step 2: Subtract 5
• Step 3: Breathe
• Step 4: Write solution x = 7

Model solving the equation, pausing to breathe before each move. Talk through why the pause helps.

Partner Practice

On Algebra with Breaks Worksheet, solve problems #1–2 together, using breathing before each step:

  1. y – 3 = 10
  2. 4m = 20

Divide students into pairs. Circulate to prompt breathing if they rush.

Session 2: Mental Check-Ins

Pause to notice your thoughts and feelings during problem solving.

Review check-in strategy: noticing thoughts and feelings. Emphasize honesty.

Check-In Scale

Rate your current state:
• Focus: 1 (low) to 5 (high)
• Stress: 1 (low) to 5 (high)
Pause to record your ratings.

Explain the scale and model a quick check-in. Encourage students to record honestly.

Example: Multi-Step Equation

Solve 2x + 3 = 11 – x

  1. Pause & check-in
  2. Add x both sides
  3. Check-in
  4. Subtract 3
  5. Check-in
  6. Divide by 3

Walk through this multi-step equation, pausing to check in at each key point.

Triad Practice

On Algebra with Breaks Worksheet, work in groups of 3 on problems #1–4:
• Solver, checker, note-taker
• Pause to check-in after each step
• Record thoughts and feelings

Explain roles clearly. Remind students to rotate and record feelings after each step.

Session 3: Planned Breaks & Synthesis

Schedule short breaks to maintain energy and focus.

Introduce planned breaks as a way to sustain energy. Link back to breathing and check-ins.

Break Routine

After solving two problems:
• Take a 1-minute break
• Stand up, stretch, or step away
• Refocus with a quick check-in

Demonstrate how quick breaks can reset attention. Suggest simple stretch or walk.

Independent Practice

Complete the last four problems (#5–8) on Algebra with Breaks Worksheet, using breathing, check-ins, and planned breaks.

Encourage students to integrate all strategies. Monitor and offer reminders when needed.

Group Reflection

Discuss using the Strategy Sharing Circle guide:
• Which strategy helped most?
• What challenges remained?
• How can you apply these in future classes?

Use the discussion guide to prompt sharing. Encourage specific examples of strategy use.

Set Your Next Goal

Choose one strategy to practice in your next algebra class. Write your goal in your journal.

Prompt each student to write a SMART goal using one strategy. Collect or have them share.

lenny

Discussion

Strategy Sharing Circle Discussion Guide

Purpose: To create a structured space for students to reflect on and share how self-regulation strategies supported their algebra work. Use this guide in Session 2 (after mental check-ins) and Session 3 (after practicing all strategies).

Discussion Norms

  • Speak one at a time using a talking piece or hand signal.
  • Listen respectfully—no interruptions.
  • Be honest but kind; focus on learning from each other.
  • Keep contributions concise so everyone can share.

Session 2 Circle: Mental Check-Ins (5 min)

  1. Opening Prompt: “Describe one moment today when you paused to check in. What did you notice?”



  2. Follow-Up Questions:
    • “How did stopping to notice your thoughts or feelings change how you approached the next step?”



    • “What surprised you about your rating (focus or stress)?”



Teacher Notes: Encourage brief examples (e.g., “When I rated my stress a 4, I realized I was rushing, so I slowed down to read the problem again.”).

Session 3 Circle: Synthesis & Application (10 min)

  1. Opening Prompt: “Looking back at breathing, check-ins, and breaks, which strategy helped you the most today? Why?”






  2. Deeper Reflective Questions:

    • “Share a specific example of using that strategy during problem solving.”






    • “What challenge still remains, and how might you use another strategy to address it?”






  3. Goal-Setting Prompt: “Based on today’s experience, write a SMART goal for your next algebra class using one strategy.”

    • S: Specific strategy and context
    • M: Measurable check (e.g., number of check-ins or breaks)
    • A: Achievable action steps
    • R: Relevant to improving focus or reducing stress
    • T: Time-bound (next class session)

    Space for journal writing:












Teacher Notes: Collect goals if desired or allow students to pair-share. Highlight common themes in closing.

Use this guide to keep reflections focused and actionable, helping students connect self-regulation to real algebraic progress.

lenny
lenny

Worksheet

Algebra with Breaks Worksheet

Use focused breathing, mental check-ins, and planned breaks as you work through these equations. After completing problems #1–2, take a 1-minute stretch break. After problems #3–4, take another 1-minute break.

  1. Solve for x:
    x + 7 = 15



  2. Solve for y:
    y − 5 = 10



Break (1-minute stretch): Stand up, stretch your arms, and take three deep breaths before moving on.

  1. Solve for m:
    4m = 36



  2. Solve for s:
    (1/2)s = 9



Break (1-minute walk or stretch): Step away from your desk, shake out your hands, then return and refocus.

  1. Solve for x:
    2x + 3 = 11



  2. Solve for n:
    5n − 2 = 23



  3. Solve for x:
    2(x + 4) = 16



  4. Solve for x:
    3x + 5 = 2x + 11





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Answer Key

Worksheet Solutions

Below are step-by-step solutions for each problem on the Algebra with Breaks Worksheet. Use these to check student work and provide feedback on both their algebra steps and their use of self-regulation strategies.

  1. Solve for x: x + 7 = 15

    Step 1: Subtract 7 from both sides of the equation.
    0 + 7 0 − 7 = 15 − 7
    → x = 8

    Answer: x = 8

  1. Solve for y: y − 5 = 10

    Step 1: Add 5 to both sides of the equation.
    0 y − 5 + 5 = 10 + 5
    → y = 15

    Answer: y = 15

  1. Solve for m: 4m = 36

    Step 1: Divide both sides by 4.
    0 4m ÷ 4 = 36 ÷ 4
    → m = 9

    Answer: m = 9

  1. Solve for s: (1/2)s = 9

    Step 1: Multiply both sides by 2 to isolate s.
    0 (1/2)s × 2 = 9 × 2
    → s = 18

    Answer: s = 18

  1. Solve for x: 2x + 3 = 11

    Step 1: Subtract 3 from both sides.
    0 2x + 3 − 3 = 11 − 3
    → 2x = 8

    Step 2: Divide both sides by 2.
    0 2x ÷ 2 = 8 ÷ 2
    → x = 4

    Answer: x = 4

  1. Solve for n: 5n − 2 = 23

    Step 1: Add 2 to both sides.
    0 5n − 2 + 2 = 23 + 2
    → 5n = 25

    Step 2: Divide both sides by 5.
    0 5n ÷ 5 = 25 ÷ 5
    → n = 5

    Answer: n = 5

  1. Solve for x: 2(x + 4) = 16

    Step 1: Divide both sides by 2.
    0 2(x + 4) ÷ 2 = 16 ÷ 2
    → x + 4 = 8

    Step 2: Subtract 4 from both sides.
    0 x + 4 − 4 = 8 − 4
    → x = 4

    Answer: x = 4

  1. Solve for x: 3x + 5 = 2x + 11

    Step 1: Subtract 2x from both sides to get all x terms on one side.
    0 3x − 2x + 5 = 2x − 2x + 11
    → x + 5 = 11

    Step 2: Subtract 5 from both sides.
    0 x + 5 − 5 = 11 − 5
    → x = 6

    Answer: x = 6

Teacher Notes for Grading:

  • Check that each algebraic step is shown.
  • Look for evidence of planned breaks and/or mental check-ins in students’ annotations (e.g., notes about breathing or stress ratings).
  • Provide corrective feedback on both the math procedure and the student’s use of self-regulation strategies.
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