O.U.S.D/TASEL-M
Multi-step Equations
Teachers Assisting Students to Excel in
Learning Mathematics
Special thanks to all the COACHES and Colleagues
and especially, Dr. David Pagni, Dr. Dianne DeMille Dr.
David Cash
Students will be able to solve 2-step linear equations in one variable over the rational
numbers., interpret the solution, and verify the reasonableness of the results.(A&F 4.1)
Rational: Students will practice problem-solving skills necessary for higher level math
As related to multi-step equations.
Example: 2X + 6 = 26
Step 1 Subtract 6 from both sides
2X + 6 – 6=26-6
Simplifying we see
2X = 20
Step 2 Divide each side by 2
2X = 20
2
2
Simplifying we see
X = 10
Substituting 10 in for X we see
2(10) + 6 = 26
Multiplying we see
20 + 6 = 26
Summing up we get
26 = 26
• Number Sense
• 1-Step Equations
• Order of Operations
(PEMDAS)
• 2-Step Equations
• DO/UNDO (Inverse)
• Equality Properties
6Th Grade Standards:
-Number Sense
-Algebra and Functions
-Order of Operations
7Th Grade Standards:
-Algebra and Functions
-Order of Operations
Multi-Step Equations
Two Step Equations
One Step Equations/DO-UNDO/”PEMDAS”
Rational Numbers vs. Irrational Numbers
Math Operations / Variables and Constants
Technology : Programs (Understanding Math or?)
Visually : Algebra Tiles
Algebraic : 2X + 6 = 26
• Prior Experiences
(Buying Something)
• Misconceptions
(Order of Operations,
Undo adding and
subtracting before
multiplying and
division)
Solving Multi-step Equations
(45 or 90 minute lesson plan)
Objective: Students will be able to solve multi-step equations,
and check work.
Part I. Pre-quiz, or Warm-up, or HW check
Example Pre-quiz:
1.
2.
3.
4.
Materials List
-Colored Markers
-Poster paper, or butcher
paper
-Whiteboards and
markers(optional)
3x  4  10
2
3
x
3
4
3x  4  6 x  9
2x  6
3
4
Part II. Review Vocabulary and Concepts (Cornell Notes)
A.Properties of Equality
B.Do/Undo Concept
Part III. Example Problems in Notes or on Individual Whiteboards
For 45 minute lesson…Closure could be inserted here.
Additional activity for 90 minute period or second day of lesson:
Part IV. “Poster Walk”
Guidelines for Activity:
Students work in groups of 4
Each person has a different color marker
Two members solve problems and two members check
work.
Teacher posts problems on posters around room. Groups solve problems
on their poster before writing a new problem for the next group to solve.
Part V. Closure
-Students solve 3 sample problems individually.
-Choose one of the problems from above, and write a summary of the steps
necessary to solve it.
-Students can then share this summary with their partner, or with the entire
class.