Teacher Candidate Identification
Date: 11/1/10
Tomlinson
Cooperating Teacher Name: S.
School: Spaulding Middle School
Subject: Math
Topic: Solving One - Step Equations Project
time: 8:00a to 9:03a, 9:06 – 10:04, 10:16 – 11:14, and 1:18 – 2:18
Lesson
Standards
SC-MA2007.6.3
The student will demonstrate through the mathematical processes an understanding of writing, interpreting, and using
mathematical expressions, equations, and inequalities.
Indicator(s)
SC-MA2007.6.3.5
Use inverse operations to solve one-step equations that have whole-number solutions and variables with wholenumber coefficients.
Additional Comments, special accommodations/adjustments and/or additional explanations :
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
Accommodations planned for 1st period:
o Early finishers will be encouraged to help their classmates.
o Advanced learners may be paired with weaker learners.
o Promethean board will be used to help visual learners, questions will be asked and responded to meet the needs of
auditory learners, kinesthetic learners will be encouraged to go to the board and solve problems.
o There are no IEPs or 504s
2nd period:
o The student who has a 504 plan will be helped during the lesson by teacher or another student.
o Early finishers will be encouraged to help their classmates.
o
o

Promethean board will be used to help visual learners, questions will be asked and responded to meet the needs of
auditory learners, kinesthetic learners will be encouraged to go to the board and solve problems.
3rd period
o The four students who have IEPs will be allowed extra time to complete activities. They may be paired with other
students.
o Early finishers will be encouraged to help their classmates.
o Advanced learners may be paired with weaker learners.
o Promethean board will be used to help visual learners, questions will be asked and responded to meet the needs of
auditory learners, kinesthetic learners will be encouraged to go to the board and solve problems.
o

th
5 period
o Early finishers will be encouraged to help their classmates.
o Advanced learners may be paired with weaker learners.
o Promethean board will be used to help visual learners, questions will be asked and responded to meet the needs of
auditory learners, kinesthetic learners will be encouraged to go to the board and solve problems.
o There are no IEPs or 504s
o A more advanced student may need a hard problem in the beginning.
Objectives, Methods, and Assessments
Behavioral Objective(s):
During the lesson, student
will solve one-step
equations using inverse
operations with 90%
accuracy.
Procedures:
Introduction:
Greet everyone at the door. Tell everyone to have a seat.
After everyone is seated students will be assigned a
partner based on ability level. Announce all of the groups
and make sure no two groups that are beside each other
have the same color squares when they re being passed
Assessment(s)
During the project students will
have to solve one-step
equations and match them with
the solution on another square.
Once they are finished they
should have a larger square that
is formed from their work.
out.
Teacher: "Today we're going to work on solving one-step
equations again. Can anyone tell me the golden rule of
algebra?"
Students should say that the inverse operation is done on
both sides of the equal side.
Teacher: "Good Job, can anyone tell me where you
would encounter equations, besides in math class?"
Have students answer.
Teacher: "Today you're going to be working on a project
where you have to solve the equations to figure out how
to make your square. You'll see the square I'm talking
about soon. You and a partner will work on this. You
must first solve the equation on a square and then have
the side with the equation on it touching the side of
another square with the solution on it."
Groups will be determined by the ability level of each
student. One weak student will be paired with a student
who is strong in math. If students fail to stay on task they
will be warned and then after the second offense, they
will be separated. Let them know this in the beginning.
Teacher: "I am passing out the project now please do
your best on this because this project counts as much as a
test. If you are stuck on a problem raise your hand, but
Assessment 2: On a teacher
made unit test, Students will
have to solve one-step
equations using inverse
operations.
first you and your partner must discuss what you could
possibly do."
Lesson Development
After you pass out the test allow student to work
independently on the projects, since they have already
been introduced to using the inverse operation to solve
one step equations, they should be able to work without
much help from you. Walk around and monitor all
activity, scanning the room every minute to make sure
everyone is on task. Make sure you ask questions like:
"What did you do to get your solution?"
"What was your inverse operation?"
"How did you know you had to subtract the number you
used?
If students raise their hands because they are stuck on the
a problem ask them questions like:
"What number is on the same side as the variable?"
"What is your operations on the same side of the
variable?"
"So what must you do to get rid of that operation and
number?"
The outer parts of the large square will be blank. This
should also help students with solving the equations and
finishing the project quickly.
When there are five minutes left take up projects.
Closure:
Teacher: "So today we returned to solving one step
equations. Can anyone tell me what an inverse operation
is?"
Allow students to answer.
Teacher: "Good job. What is a variable?"
Call on a student. He should say that it is an unknown
you are solving.
Teacher: "Awesome, Wednesday we're not going to solve
an equation but we will begin to create algebraic
expressions to represent of problem. I hope each of you
have a great evening and have fun on your day off
tomorrow. See you Wednesday!
Lesson Materials
Materials: Promethean board, bell work, project, tape, construction paper.