Equations
Unit 1 – Lesson 2
Learning Goals for this Lesson:
Standards: MAFS.7.EE.2.4
MAFS.K12.MP.1.1, MAFS.K12.MP.2.1, MAFS.K12.MP.3.1,
MAFS.K12.MP.4.1,
LAFS.68.WHST.2.4, LAFS.7.SL.1.1, LAFS.7.SL.1.3, LAFS.68.RST.1.3
Students Will Know:
Students Will Be Able To:
Equations, including multi-step equations, can be
written in different forms and solved for a variable.
Construct simple equations. Use properties of equality
to solve single and multi-step equations.
Lesson Essential Question:
How are equations written and solved for a variable?
Activating Strategy:
Provide students with an algebraic equation (2x = 3y). Say: “This is an example of an equation. What makes this an
equation?”
 The goal here is to get students to think about the fact that an equation is setting two expression equal to each
other.
Ask: “What are inverse operations?” Think-Pair-Share
Key Vocabulary to Preview and Vocabulary Strategy:
Addition Property of Equality
Division Property of Equality
Subtraction Property of Equality
Two-Step Equation
Multiplication Property of Equality
Lesson Instruction:
Learning Activity 1:
Use the Cornell Note format to take notes on the key vocabulary. (Preview of
the vocabulary.)
Graphic Organizer:
Cornell Notes
Assessment Prompt for LA 1:
Question: “What is the key idea when solving equations?” Bs tell the As their
answer and give their reasoning. As follow up – do you agree, disagree, or
need to add to? Call on As to answer aloud for the class.
Differentiation 1:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
Varied Interest: Students will be allowed to choose 2 of the new vocabulary
words to create a Frayer Model.
*** See the document at the end of the unit for more information.
Learning Activity 2:
Discuss the error points and model problems involving solving equations.
Be sure to point out/review:
 Students must use the inverse operations on BOTH sides of the
equation.
 Adding and subtracting the same number can be cancelled out
because it equal zero and you do not have to showing adding or
Assignment:
Work Backwards–
Problem-Solving Investigation
(Textbook p. 489)
In this activity, students explore
various case studies that require them


subtracting zero.
Multiplying and dividing the same number can be cancelled out
because it equal one and you do not have to show 1x (for
example.)
Make sure final answers are shown as a variable = answer.
After each example section, students complete the “Got It?” questions with
their partners. (Ink-Pair-Share.)
Assessment Prompt for LA 2:
Complete a variety of problems involving equations. (Ink-Pair-Share.)
Differentiation 2:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
*** See the document at the end of the unit for more information.
Learning Activity 3:
Review Marking the Text to students. Review the 4 parts (underline the
question, circle operational words, highlight values, and translate word
problems into a numerical sentence). Remind students that Marking the Text
can help them to solve word problems by helping to better understand the
questions before solving it. Review how to use Marking the Text with students
using a problem involving equations. Provide students with an additional word
problem (equations) to solve. (Ink-Pair-Share)
Assessment Prompt for LA 3:
Complete word problems pertaining to the LEQ using the Marking the Text
Strategy with their partners.
Differentiation 3:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Interpersonal, Intrapersonal, and Kinetic
Varied Interest: Create and solve their own word problem.
*** See the document at the end of the unit for more information.
Learning Activity 4:
Review the Higher Order Thinking Skills to the students.
Compare and Contrast – Find similarities and differences.
Determine Patterns – Find patterns in information and apply them to a new situation.
Analyze Relationships – Separate information into its parts and analyze the individual parts
to see how they are connected.
Analyze Viewpoints – Describe the reasons for different perspectives including one’s own.
(Justifying multiple methods to solve a problem.)
Construct Arguments – Provide proof to support a claim. (Explaining and showing your
work.)
Evaluate – Judge the quality, value, or importance of something based on established
criteria. (Error Analysis.)
Infer – Reach a conclusion or generalization based on specific evidence.
Deduce – Draw conclusions based on a specific rule or generalization.
Review how to solve word problem involving a H.O.T. skill that involve
equations. Remind students to use the Marking the Text strategy. Provide
students with an additional H.O.T. problem to solve. (Ink-Pair-Share)
to use their knowledge of equations to
solve various problems.
***Add to the directions that students
MUST write an equation to represent
each situation prior to solving.
Rubric:
See Attached
Assessment Prompt for LA 4:
Complete H.O.T problems pertaining to the LEQ using the Marking the Text
Strategy with their partners.
Differentiation for LA 4:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
Varied Interest: Choose two of the H.O.T questions from the textbook related
content.
*** See the document at the end of the unit for more information.
Summarizing Strategy:
Students will review their Cornell Notes to answer the LEQ in the Summary section.
Student
Reflections:
Modification/Accommodations
1. Seat student near teacher.
2. Stand near student when giving
directions/presenting.
3. Provide visual aids/graphic
organizers.
4. Ensure oral directions are
understood.
5. Allow extra time to complete tasks.
6. Simplify complex written directions.
7. Give test items orally.
8. Provide peer assistance/study
groups.
Work Backwards
Glencoe Textbook, Course 2 – page 489
Questions
Case #1
Case #2
Case #3
0 pts
0 of the following 3
are present.
1 pt
1 of the following 3
are present.
2 pts
2 of the following 3
are present.
3 pts
3 of the following
3 are present.
* The correct equation is
written.
* Work is shown
correctly.
* The correct answer is
given.
* The correct equation is
written.
* Work is shown
correctly.
* The correct answer is
given.
* The correct equation is
written.
* Work is shown
correctly.
* The correct answer is
given.
* The correct
equation is
written.
* Work is shown
correctly.
* The correct answer
is given.
0 of the following 3
are present.
1 of the following 3
are present.
2 of the following 3
are present.
3 of the following
3 are present.
* The correct equation is
written.
* Work is shown
correctly.
* The correct answer is
given.
* The correct equation is
written.
* Work is shown
correctly.
* The correct answer is
given.
* The correct equation is
written.
* Work is shown
correctly.
* The correct answer is
given.
* The correct
equation is
written.
* Work is shown
correctly.
* The correct answer
is given.
0 of the following 3
are present.
1 of the following 3
are present.
2 of the following 3
are present.
3 of the following
3 are present.
* The correct equation is
written.
* Work is shown
correctly.
* The correct answer is
given.
* The correct equation is
written.
* Work is shown
correctly.
* The correct answer is
given.
* The correct equation is
written.
* Work is shown
correctly.
* The correct answer is
given.
* The correct
equation is
written.
* Work is shown
correctly.
* The correct answer
is given.
Total Points Possible: 9