Understanding by Design
Unit Planning Template
Unit: Equations & Inequalities
Length of Unit 8 - 12 days
Stage 1 –Desired Results
Where are we going?
NY State Standards:
See Curriculum Developer Lessons
CCSS:
A-SSE: Interperet the structure of expressions
Understand solving equations as a process of reasoning and explain
the reasoning
1. Explain each step in solving a simple equation as following from the
equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a
viable argument to justify a solution method
Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable, including
equations with coefficients represented by letters.
Standards for Mathematical Practice:
 Make sense of problems and persevere in solving them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning of others.
 Model with mathematics.
 Use appropriate tools strategically.
 Attend to precision.
 Look for and make use of structure.
 Look for and express regularity in repeated reasoning.
Learning Outcomes/Goals:
 Student will distinguish between an algebraic expression and equation
 Student will translate verbal phrases to algebraic expressions and equations
 Students will solve equations in one variable including fractional expressions
 Students will solve word problems requiring writing and solving equations
 Students will solve literal equations for a given variable
Enduring Understandings:
We will understand…
An equation represents two quantities that
are equal and can be used as a tool to find
an unknown value
Essential Questions:
Why do we use equations to solve
problems?
Why do you perform operations on both
sides of an equation?
How is thinking algebraically different
from thinking arithmetically?
Algebraic expressions and equations
How do the properties contribute to
generalize relationships from specific cases algebraic understanding?
Knowledge
We will know…
Properties: Commutative, Inverse,
Associative, Distributive, Identity of
Addition and Multiplication
Skills
We will be able to…
Perform operations to both sides
Preservation of Equality
Integer rules
Identify the similarities and differences
between solving equations and
inequalities
Difference between equation and
expression
Graph the solution of an inequality on a
number line
Using a graphing calculator
How to solve and check multi-step linear
equations and inequalities
How to represent situations algebraically
How to utilize the graphing calculator to
check, graph, and represent linear
functions as a table
Knowing which operations to apply and
the correct order in applying them
Solve equations with fractional coefficients
Using multiplication to eliminate like and
unlike denominators
Change fractions to decimals using the
graphing calculator
Stage 2 – Assessment Evidence
How will we know we are there?
Performance/Products Tasks:
Other Evidence:
Diagnostic Assessment to access prior
Cold calling on students
knowledge
Circulating the room
Graphic organizer to list words and
Hand signals from students
phrases that represent each math
White boards
operation
Check for facial expressions
Assessing properties
Bell Works
Tickets out the door
White Board Activity
Developing their own equations and
doing a gallery walk
Students change coefficients and re-solve
equation
Quizzes
Unit Assessment
Writing Tasks:
Word problems
Sentence stems as tickets out the door
Reading Tasks:
Word problems
Step by Step handouts
Stage 3 – Learning Plan
How will we get there?
Individual Lesson Plans with Resources