Leadership 10 Days
Algebra
Lesson Plan
Teacher:
7 th Grade Math Teacher
Lesson Title:
Demonstrating Leadership Through Problem Solving
STRANDS
Grade:
7 th Grade
The Number System
Expressions and Equations
Seeing Structure in Expressions
Reasoning with Equations and Inequalities
LESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
The main focus of these lessons will be for students to work in small groups and take turns in a leadership role practicing leadership skills learned in all content areas. Students will review two pre-algebra skills: combining like terms and order of operations. Then they will solve equations from one-step to multi-step, often involving STEM applications. The unit concludes with students learning to solve multi-step inequalities and compound inequalities.
Students will use inequalities on the Solar Oven Project by staying within the given budget for purchasing materials and by cooking the food in solar oven design # 2 in a time less than the cooking time of the first prototype. In the Dock the Rock project students will set up a compound inequality showing the distance their vessel sails falls between the sailing times of two other teams’ vessels (of course, min/max times will not be written as compound inequalities).
MOTIVATOR Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Everyday of this unit will begin with a short video on effective leadership. Videos are from “YouTube” with leadership skills and the qualities of an effective leader being presented:

Day 1: “Leadership: Common Mistakes Made by Newly Promoted supervisors” (Appendix A)
Day 2: “Management tutorial: Becoming a leader|lynda.com” (Appendix B)
Day 3: “ We Were Soldiers—Moore’s Speech” (Appendix C)
Day 4: “Oliver North, US Troops Speech” (start at 2:30 minutes in) (Appendix D)
Day 5: “Steve Jobs talks about managing people” (Appendix E)
Day 7: “The BEST Motivation to Work Hard!!” (Appendix F)
Day 8: “What Makes a Good Leader?” (Appendix G)
Day 10: “Simon Sinek: How great leaders inspire action.” (Appendix H)
DAY Objectives
(I can….)
Materials &
Resources
Instructional Procedures Differentiated
Instruction
Assessment
1 I CAN classify numbers by type.

“Pi and I comic,”
Appendix A“

Number sets diagram,”
Appendix B

“Teacher
Scripted
Notes,”
Appendix C

Large sheets of paper titled with the different sets of numbers: integers, real numbers, natural numbers, whole numbers,
Essential Question: How do I Classify numbers by type?
Activating Strategy: Teacher will show the comic with pi and i. Pi says
“get real” and I says “be rational”. This is just a lead in to a discussion on types or sets of numbers.
Teaching Strategy: Talk to students about how people are classified.
“The president might also be a father, husband, and lawyer but he will be a called the president. This is the most specific way to describe him.”
Use other examples from sports or pop culture.
Show students the “Number sets diagram.” Using the “Teacher
Scripted Notes” discuss the different number sets with the class. Using
Frayer diagrams is suggested to give definitions, characteristics, examples, and non-examples of each type of number.
Summarizing Strategy: Give students index cards with various numbers on them. Students will walk around the room writing the number on their index card on each and every sheet titled with a set to which the number belongs. For example, if the square root of two is written on the index card, the student will write the square root of two on the sheets of paper titled “Real” and “Irrational.” The sheets of large paper
The numbers students will be classifying can be varied for enrichment or remediation:
Remediation
Use 0, 46, -213, 4/5, and 8.9.
These are classic examples and do not require more than the basic understanding so that students can experience success and gain confidence.
Enrichment
Use the square root of four,
8.161161116…, 5-7i. These require critical thinking to classify.
Formative
Assessment
Informal
Observations
Questioning
Performance
Assessment
Activity with index cards

2 I CAN simplify an expression using the order of operations. imaginary, rational, and irrational numbers

Index cards on which a number is written (vary the difficulty for
remediation and
enrichment)
 iPads

“Examples to
Illustrate
Correct
Order,”
Appendix A

Materials for
Remediation:

Internet
 iPads

Materials for
Enrichment:
“Order of
Operations
Mega
Challenge,”
Appendix B can be used to initiate review on the following day.
Essential Question: How do I simplify an expression using the order of operations?
Activating Strategy: Put a complex numerical problem on the board that is commonly confused using order of operations. Ask students to simplify the expression. Students should get several different answers.
Have several students explain how they arrived at an answer. Talk about
Laws and how they create order (order of operations) and leadership.
Teaching Strategy: Teacher will use the acronym PEMDAS as a memory tool for the correct order of operations. Make sure that students understand the multiply and divide must be done at the same time from the left to the right. Add and subtract must be done at the same time from left to right. Use examples (See Appendix A) that illustrate that it does matter! Many students will have been taught incorrectly somewhere along the way (multiply, then divide, add, then subtract). It takes really stressing this point for students to unlearn the incorrect procedure. Some whole group examples, partner problems, and individual practice will be included in the lesson.
Remediation
Achieved through extra practice with the Order of
Operations Game on ipad.
Enrichment
Given through asking students to complete the “Order of
Operations Mega Challenge” problem.
.
Formative
Assessment
Observation during the lesson
Thumbs up/down
(check for understanding)
Hold up solutions on iPad (like white board)
Order of
Operations
Game on iPad

Students will then work in groups to create and solve expressions from real-world examples. For example, students could say that the football team gained 6 yards, then lost 5, then gained twice as much as they gained on the first play. Students will be assigned groups and group roles. They will take turns as the leader of the group to practice writing and simplifying expressions. Because the real-world examples may be more simplistic in nature, students should also create some more challenging problems that do not need to be tied to an application.
3
Summarizing Strategy: Think-Pair-Share—“What did you learn about yourself as a problem solver and leader of the group?”
I CAN communicate my mathematical thinking through tables, pictures, and words.

“Examples for
Lesson
Motivator,”
Appendix A

“Building with
Square Tiles” for each student,
Appendix B

Square tiles

Graph paper

Poster paper for each small group

Markers

Crayons

Rulers

Ticket Out the
Door
Materials for
Essential Question: How do I communicate my mathematical reasoning through tables, pictures, and words?
Activating Strategy:
Students will be given a couple of word problems to solve on their own,
“Examples for Lesson Motivator.”
Teaching Strategy:
Hand out “Building with Square Tiles” sheet and square tiles. Read through the scenario and clarify any uncertainties. Model for students how to use the T-Chart for problem solving (what I know/ what I need to know).
Let students start the problem individually. After allowing students to answer the questions on their own for a few minutes, bring the class together to discuss how things are going. Remind students during this time NOT TO GIVE AWAY THE ANSWER. This is a time students to hear each other’s ideas on how to solve the problem.
After this discussion, students will work in their table groups to complete the task. Rolls will be assigned. They will work to task completion.
Summarizing Strategy:
Remediation
Students should use the
“Solving Problems Graphic
Organizer.”
Enrichment
Have students find the formula for the area of the shapes on the square tiles activity.
Formative
Assessment
Ticket Out the
Door
Group Task

Remediation:

“Solving
Problems
Graphing
Organizer,”
Appendix C
Ticket Out the Door--explain in your own words how you saw the square tile pattern.
4 I CAN solve one-step algebraic equations.
5

Calculators

“Examples for
Lesson with
Answer Key,”
Appendix A
Essential Question: How can I solve a one-step algebraic equation?
Activating Strategy: Share a word problem with a real life application:
Nicole rode 5 kilometers at 4 kilometers per hour. How long did Nicole ride?
Teaching Strategy: Start with a discussion about “undoing” things, like apologizing “undoes” being sassy. Putting money in the checking account “undoes” being overdrawn. Discuss specific mathematical operations that “undo” other mathematical operations. Subtraction
“undoes” addition, etc.
Do some whole class practice, small group or partner practice and individual practice problems (see Appendix A for “Examples for Lesson with Answer Key”).
Summarize: Ticket Out the Door—Write an equation to fit a word problem and explain in several sentences how you created this equation and the step you would take to solve the problem.
Enrichment
Students can create some word problems that would result in a one-step equation.
Intervention
Formative
Assessment
Informal observations
Ticket out the door.
Students can solve the problems created by other students.

Project Day—Solar Oven—See Unit Plan
6 I CAN solve 2 step algebraic equations.

Algebra Tiles

Properties labels

“Two-Step
Equations with Answer
Key,”
Appendix A

Materials for
Remediation:
“One-Step
Equations,”
Appendix B

Materials for
Enrichment:
“Two-Step
Equations with
Fractions,”
Appendix C
Essential Question: How can I solve a 2 step algebraic equation? Remediation
Activating Strategy: Bring to class a small safe or cage containing a ball, collector card, or piece of candy (something in which the students will have an interest). Put the safe inside a bag or put a brick on top of the locking mechanism. This is to illustrate that you must eliminate the outer obstacle first, then the obstacle closest to the object of desire.
Teaching Strategy: Talk about getting dressed versus getting undressed.
Whatever you put on last must come off first, etc. Choose sample equations that require division by -1 and multiplication by the reciprocal of a fraction, amongst other two-step equations.
Do some whole class practice, small group or partner practice and individual practice problems using “Two-Step Equations with Answer
Key.”
Continue working in groups and stress the importance of leadership.
Use Properties Labels (Distributive, Commutative, reflexive, addition, multiplication, etc.) at the board when solving equations. Pass out student sets so that students can give reasons for steps when solving equations.
Achieved by allowing students extra practice with one-step equations. They should complete “One-Step
Equations.”
Enrichment
Can be given through problems with fractions and decimals.
Students should go through the lesson and problems on Bob
Prior.com
or complete “Two-
Step Equations with Fractions,”
Appendix C.
Formative
Assessment
Student
Created
Examples
Partner activity to end class
Informal observation
 iPads
Summarize: Have partners work together to solve two-step equations.
One partner will solve the equation and the other will label with the

appropriate properties. Switch roles and solve a second problem.
7 I CAN solve multi-step algebraic equations.
8

“Solving Multi
Step
Equations 2,”
Appendix A

“Solving Multi
Step
Equations 1,”
Appendix B

Materials for
Remediation and
Enrichment: iPads
Essential Question: How can I solve a multi-step algebraic equation?
Motivating Strategy: Show students #20 on “Solving Multi Step
Equations 2.” Get their input on the order of “undoing” the operations done to the variable.
Lesson: There will be no new notes today. We will go immediately into the example problems. Choose problems that are different from one another from “Solving Multi Step Equations 2.”
Do some whole class practice, small group or partner practice and individual practice problems with the remaining problems on “Solving
Multi Step Equations 2.”
Summarize: Have partners begin working on the assignment “Solving
Multi Step Equations 1” (homework). One partner will solve the equation and the other will label with the appropriate property. Finish overnight.
Remediation
Achieved by allowing students to use their iPad to visit three websites teaching how to solve two-step equations. Students should evaluate which of the 3 websites was most helpful in a short essay.
Enrichment
Given through problems with fractions and decimals .
Students may work through the lesson on their own.
Formative
Assessment
Partner activity to end class
Informal observation
Summative
Assessment
Short
Homework assignment

Project Day- Refer to Unit Plan
Dock the Rock
9
Project Day- Refer to Unit Plan
Dock the Rock
10 I CAN solve compound inequalities.

Video for lesson motivator,
Appendix A

Internet

TV or
Smartboard

“Teacher
Scripted
Notes,”
Appendix B

“Compound
Inequalities
Practice,”
Essential Question: How can I solve a compound inequality? Enrichment
Activating strategy: Watch video on YouTube about the words “and” vs. “or” to get students focused on the difference between those words
(Ford Focus ST “And Is Better” TV Commercial | Black OR White—see
Appendix A).
Lesson: See “Teacher Scripted Notes”: Write the two types of compound inequalities on the board. Ask students to decide which one is called a “conjunction” and which is the “disjunction.” Talk about how the two types look different, are worked differently, and most importantly how their graphs are different.
Do several examples of solving compound inequalities from
“Compound Inequalities Practice.” Do whole group, small group, and
Allow students needing a challenge to race against time at BrainGenie.com
. The recommended activity is
“Writing and Solving
Compound Inequalities Given a
Word Problem.”
Remediation
Ask students who need more support to watch the instructional video on
Formative
Assessment
Informal observation
Ticket out the door

Appendix C
(answer key is included in
Appendix D) independent practice.
Summarize: Ask students to work as partners to create one compound inequality of each type and solve/graph them. This will serve as students’ ticket out the door.
Materials for
Remediation or
Enrichment: iPads compound inequalities by Khan
Academy.
STANDARDS Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers.
8.EE.7 Solve linear equations with one variable.
8.NS.1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually and convert a decimal expansion which repeats eventually into a rational number.
8.NS.2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions.
A.SSE.1.A. Interpret parts of an expression, such as terms, factors, and coefficients.
A.REI.1. Explain each step in solving a simple equation as following from the equality of numbes 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.
A.REI.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.