Learning Plans for: E. Pauley
Content/Grade: 7th Grade PAP Math
Overview for the week of: December 1, 2014
Unit Objectives:
Enduring Understandings:
 Equations have a single solution, while inequalities have a set of solutions.
 When both expressions of an inequality are multiplied or divided by a negative number, the inequality
symbol reverses (e.g., –3x < 15 is equivalent to x > –5).
 An equation/inequality has to stay balanced during the solving process.
 One-variable equations and inequalities with variables on both sides can be used to model and solve
mathematical and real-world problems
 Variables take the place of numbers or ranges of numbers
 Equations and inequalities are used to express relationships between two quantities
Essential Questions:
 What is a process you could use to determine the value of the variable in the model of an equation?
When solving an equation, why is it important to perform identical operations on each side of the equal
sign?
 How would you determine the value of the variable in the model of an equation?
 What is the importance of the variable in an expression or equation?
 How are the procedures for solving equations and inequalities the same?
 How is the solution to an inequality different from that of a linear equation?
 What is a real-world situation that reflects one-variable, two-step equation or inequality?
 What are examples of mathematical and real-world problems that require one-variable equations and
inequalities with variables on both sides?
 What is the difference between an equation and an inequality?
 What are examples of context that produce inequalities with infinitely or finitely many solutions?
 When solving inequalities, why is it necessary to carry out operations in the same order to both sides of
the inequalities?
 Why does multiplying or dividing by negative numbers reverse the inequality sign?
 Why is it helpful to check a value from the solution set of an inequality in the original inequality?
Vocabulary: variable, constraints, conditions, equations, expressions, inequalities, substitution, solution set,
variable, coefficient, translate/transform, constant, solve, simplify
Resources: TRC Math Collaborative, HMH textbook
IXL: W1-W5 (7th Grade)…due Tuesday, December 9th
Learner Objectives:
7.1C
7.1D
7.1G
Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs and language as appropriate.
Display, explain and justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.
Monday, December 1, 2014
EQ: How can I solve two-step equations? (Lesson 8.2 pg. 251-256)
*I can solve one variable, two-step equations.
*I will create a foldable for my C-notes to solve two-step equations.
Wolf Work: Practice 2.14
Teaching Strategies
Visual cues: Have students circle the important numbers in a word problem, as well as any words that
suggest a certain operation. Students may find it easier to write an equation from a word problem if
they can focus on the relevant information.
Number Sense: Students may benefit from an introduction to solving two-step equations that uses the
strategy of guess, check, and revise. Have students choose a value for the variable, and substitute it in
the equation. If the chosen value does not make the equation true, students make another choice and
repeat the process. Using this method can give students a better sense of the reasonableness of their
answers as they move to using more traditional algorithms.
Extend the Lesson: Explain how to solve the equation 16 + (7/x) = 24.
Tuesday, December 2, 2014
EQ: How can you use inequalities to represent real-world constraints or conditions?
*I can write one-variable, two-step inequalities to represent conditions.
*I will create a foldable for inequalities & C-notes.
Sentence Frame: “The solution set to _ _ _ is the set of points whose distance from
_____________ is (greater than, equal to, less than, etc) ______
Wolf Work: Writing Inequalities (13.1)
Teaching Strategies
A. Have students work together to consider absolute-value inequalities, such as |x | < 2. First have
students find numbers that make the inequality true. Then have them use the numbers to sketch a
graph of what they think the solution should be.
B. Have students work in groups of 4. Have each group make a set of inequality symbol cards, a
variable card, and 6 number cards (3 negative numbers and 3 positive numbers). Have the
students take turns using the cards to create an inequality, such as this one: X is greater than or
equal to -4.5. Then have the groups record the inequalities and graph them on a number line
C. The four graphs at right show constraints on both ends of the graph. Challenge students to
describe each graph in words and with an inequality statement. Tell them that graphs C and D
describe the solutions for a single variable and that they should use the word “or” to describe
these situations.
Wednesday, December 3, 2014
EQ: How can you solve an inequality involving addition or subtraction?
I can model and solve one variable, one step inequalities.
I will create models of inequalities & graph on a number line.
Wolf Work: Inequalities with Addition and Subtraction (13.2)
Teaching Strategies
Cooperative Learning: Let students work in small groups to describe a situation from science that
suggests inequalities. Topics may include comparing speeds, temperatures, weights, and so on. Have
each group write an inequality for their situation and share the result with the class.
Number Sense: Start with the solution to an inequality, x > -3
Discuss with students that many different addition and subtraction inequalities have this same solution.
Demonstrate that by “working backward” they can create an inequality that has this same solution.
x + 4 > -3 + 4 and x+4>1
Ask students to write three additional inequalities that have the solution x > -3. Then record them in a
list for the class.
Thursday, December 4, 2014
EQ: How can you solve an inequality involving multiplication or division of positive rational numbers?
I can model and solve one variable, one step inequalities.
I will create C-notes for solving one-step inequalities.
Wolf Work: Inequalities with Multiplying & Dividing Positive Numbers (13.3)
Friday, December 5, 2014
One & Two-Step Equation Quiz
I can model and solve one variable, two step equations.
I will complete my equation quiz.
Wolf Work: W1-W5 (7th Grade)…due Tuesday, December 9th
Formative Assessments: Windshield Check: Clear=I get it! Buggy=I understand it for the most part, but
a few things are still unclear. Muddy=I don’t get it at all. Explain your thinking! Or 4 corners:
Inequalities are like…