Date:
September 10 & 11, 2014
Lesson Focus:
Unit Name:
Objectives:
Writing Equations and Inequalities
Demonstrating Patterns Using Multiple Representations
Write equations and inequalities; Check possible solutions; Use
mental math to solve an equation; Multi-step problems; Write and
check a solution of an inequality.
ALGI.1D: Represent relationships among quantities by using and
building concrete models, completing tables, constructing graphs or
diagrams, writing verbal descriptions, and writing equations and
inequalities.
ALGI.1A: Use manipulatives, drawings, verbal descriptions, and
symbols to represent unknowns and variables in real-world
situations.
TEKS Standards:
Key Vocabulary: What key terms will my students need to understand?
Equation
Inequality
Assessment Plan:
Observation, student questioning
Lesson Cycle:
Engage and Connect: How will I engage my students in learning? How will I
lead my students to mastery?
The teacher/students will…
Warm up:
Solve:
X + 10 = 22
52 = 4x
17 = 24-x
4(x+1) = 40
_15__min
Materials:
Cell
phones,
projector,
laptop
Homework buddy check. Students will pair off and compare answers. Then
one person from each pair will put their solution on the board.
When finished, move on to first guided practice activity (Translation Game).
Introduce New Learning
The teacher will…(I do)
Example 1: Write equations and inequalities:
_20__min
Materials:
a. The difference of twice a number k and 8 is 12.
b. The product of 6 and a number n is at least 24.
c. A number y is no less that 5 and no more than 13.
Move down to GP 1.
Example 2: Check whether 3 is a solution of the equation or inequality:
a. 8 - 2x = 2
b. 4x – 5 = 6
c. 2x + 5 > 12
d. 5 + 3n ≤ 20
Move down to GP 2.
Example 3: Use mental math to solve an equation.
Equation
a. X + 4 = 10
b. 20 – y = 8
c. 6n = 42
𝑥
d. 5 = 9
Think
What number plus four equals 10?
20 minus what number equals 8?
8 times what number equals 42?
What number divided by 5 equals 9?
Move down to GP 3
Guided Practice:
The teacher/students will…(We do)
ACTIVITY: Students will begin, after warm-up and independent practice
discussion, a QR translation game. The mathematic expressions will be
hanging around the room as equations, and they will have to find the
matching verbal expression that is hidden in a QR code (20 min)
GP 1 –
a. The quotient of a number p and 12 is at least 30
b. The sum of 42 and a number n is equal to 51
c. The sum of a number b and 3 is greater than 8 and less than 12
Move up to Example 2.
GP 2 – Check whether the given number is a solution of the equation or
inequality.
a. 9 – x = 4; 5
b. b = 5 < 15; 7
c. 2n + 3 ≥ 21; 9
Move up to Example 3.
_50__min
Materials:
GP 3 – Solve the equation using mental math:
a. m + 6 = 11
b. 5x = 40
𝑟
c. 4 = 10
Independent Practice:
The students will…(You do)
_10_min
Materials:
Write an equation or an inequality
1. The difference of a number z and 11 is equal to 35.
2. The difference of 9 and the quotient of a number t and 6 is 5
3. The sum of 12 and the quantity 8 times a number k is equal to 48.
4. The product of 9 and the quantity 5 more than a number t is less
than 6.
5. The product of 8 and a number k is greater than 4 and no more than
16.
6. The difference of a number t and 7 is greater than 10 and less than
20.
Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I
group my students?
Varied sources of problems, difficulty levels. Convert algebraic expressions into verbal
phrases, and convert verbal expressions to algebraic expressions.
Accommodations/Modifications:
Colors, shapes, and words to accommodate all learners. Symbols along with words to
help with mathematical operations.
Homework:
Independent Practice if not finished in class.