Linear Equations Unit:
Solving Linear Equations
(A 2-week unit lesson plan)
Soo Han
EDCI 5464
Curriculum Unit Project
1
Table of Contents
Day 1: 3.1 Solving Equations Using Addition and Subtraction ----------------------------------------------------------------------
3
3.2 Solving Equations Using Multiplication and Division -------------------------------------------------------------------
4
Day 2: 3.3 Solving Multi-Step Equations -----------------------------------------------------------------------------------------------
4
Day 3: Quiz
3.4 Solving Equations with Variables on Both Sides--------------------------------------------------------------------------
4, 5
Day 4: 3.5 Linear Equations and Problem Solving
3.6 Solving Decimal Equations--------------------------------------------------------------------------------------------------
5, 6
Day 5: 3.6 Solving Decimal Equations
Quiz
3.7 Formulas and Functions -----------------------------------------------------------------------------------------------------
6, 7
Day 6: 3.8 Rates, Ratios, and Percents
Review ----------------------------------------------------------------------------------------------------------------------------Day 7: Test ---------------------------------------------------------------------------------------------------------------------------------
7, 8
8
2
Day 1 : 3.1 Solving Equations Using Addition and Subtraction, 3.2 Solving Equations Using Multiplication and Division
Virginia Standards
of Learning (SOL
Algebra I)
A.1
The student
will solve multistep
linear equations and
inequalities in one
variable, solve literal
equations (formulas)
for a given variable,
and apply these skills
to solve practical
problems. Graphing
calculators will be
used to confirm
algebraic solutions.
A.3
The student
will justify steps
used in simplifying
expressions and
solving equations
and inequalities.
Justifications will
include the use of
concrete objects;
pictorial
representations; and
the properties of real
numbers, equality,
and inequality.
Student Experiences
Bloom’s Taxonomy
Readiness Level
Learning Styles
Students will learn
solving equation by
related to real-life
problems such as
finding a record
temperature change,
computer time, city
parks, restoring
movies,
thunderstorms, and
bald eagle. Students
will learn solve
linear equations
using addition,
subtraction,
multiplication, and
division. They will
use linear equations
to solve real-life
problems and
geometric problems.
Students will
recognize and
define equivalent,
inverse operations
Concrete: Students
will understand the
instructions that are
detailed with clear,
concise, and
sequential (step by
step add, subtract,
multiply, and divide
each side) directions.
Learning Alone:
Students are given
time to work on
problems on their
own
Students identify
and list equivalent,
inverse operation,
solution step, and
linear equation
Students will
identify and
distinguish addition
property of equality
and inequality
Formal: Students
will be responsible
for establishing the
goal of this lesson
and timeline for
completion of this
assignment.
Multiple Intelligence
Visual/Spatial:
Students who learns
best through a
visual/spatial
intelligence will
have to rely upon
Mobility: This lesson their abilities to
is good for those
visualize the
who are most
equivalent by using
comfortable when
real transformations
they sit quietly and
or power point
do work.
presentation
Sound: Students will
receive verbal
recognition for
satisfactory
completion of the
questions by a
teacher.
Verbal: Students
who are comfortable
explaining their
ideas in words will
have ample to solve
equations by +, -, *, /
3
Day 2 : 3.3 Solving Multi-Step Equations
Virginia Standards
of Learning (SOL
Algebra I)
A.1
The student
will solve multistep
linear equations and
inequalities in one
variable, solve literal
equations (formulas)
for a given variable,
and apply these skills
to solve practical
problems. Graphing
calculators will be
used to confirm
algebraic solutions.
Student Experiences
Bloom’s Taxonomy
Readiness Level
Learning Styles
Students will use two
or more
transformations to
solve an equation.
Students will use
multi-step equations
to solve real-life
problems. Student
will know how to
use TI-83 calculator
at the end of the
lesson.
Students will
discover and
examine to solve
multi-step equations
using the solve
feature of a graphing
calculator
Concrete: Students
will understand the
process of solving
multi-steps of
equation given a
clear, concise, and
sequential directions
Working in groups:
This activity will
benefit those who are
peer-oriented
learners. (Optional)
Students will design
multi-step equations.
Students summarize
solution step, and
linear equation
Students modify on
their own solving
multi-step equations
Multiple Intelligence
Verbal/Linguistic:
Students whose
intelligence is
centered upon
verbal/linguistic
tendencies will have
Working Alone: This the opportunity to
activity will benefit
present their findings
Formal:
students who work
(the model) to the
Students will be
on problems using
classmates.
assigned as group to calculator on their
discover and
own.
Body/Kinesthetic:
examine and
Students will use
conclude the multiMobility: This lesson body/kinesthetic
step equations. They allows students to
intelligence to
will orient questions use calculator
construct and solve
to draw a conclusion frequently so that
equation by using
by thinking
they can understand
TI-83 calculator.
abstractly
using it.
They comprehend
main objective
Light: Students work lesson through direct
best in low-light.
use of technology
such as calculator
4
Day 3 : 3.4 Solving Equations with Variables on Both Sides
Virginia Standards
of Learning (SOL
Algebra I)
A.3
The student
will justify steps
used in simplifying
expressions and
solving equations
and inequalities.
Justifications will
include the use of
concrete objects;
pictorial
representations; and
the properties of real
numbers, equality,
and inequality.
Student Experiences
Bloom’s Taxonomy
Students will use
algebra tiles to
model and solve
equations with a
variable on both
sides. Students will
use two or more
transformations to
solve an equation.
Students will use
multi-step equations
to solve real-life
problems, such as
finding the
temperature inside
the Earth Ex. 7 in the
textbook.
Students will
identify the term
identity
Readiness Level
Concrete: Students
will learn the process
of solving equations
by clear explanation
Students will predict and visual and detail
the result of one side steps of process.
of equation.
Formal: Students
Students will collect develop describing
variables on one side in words abstractly
of an equation.
the process how to
solve a multi-step
Students will apply
linear equation.
and use equations to
solve real-life
problems
Learning Styles
Multiple Intelligence
Working in groups:
This activity will
benefit students who
are peer-oriented
learners as well as
auditory learners
through group work.
Visual/Spatial:
Students who learn
best through visual
/spatial intelligence
will have to rely on
their abilities to
visualize the
construction of
building algebra tile
model to solve
equation.
Interpersonal and
interpersonal
intelligence:
Students will rely on
intrapersonal and
interpersonal
intelligence to
delegate and to
cooperate with each
other to reach the
objective of this
activity.
Verbal/Linguistic:
Students are centered
on verbal/linguistic
will have ample
opportunity to
present their finding
from activity.
Kinesthetic;
Students are able to
use algebra tile to
manipulate
materials.
5
Day 4 : 3.5 Linear Equations and Problem Solving, 3.6 Solving Decimal Equations
Virginia Standards
of Learning (SOL
Algebra I)
A.1
The student
will solve multistep
linear equations and
inequalities in one
variable, solve literal
equations (formulas)
for a given variable,
and apply these skills
to solve practical
problems. Graphing
calculators will be
used to confirm
algebraic solutions.
A.3
The student
will justify steps
used in simplifying
expressions and
solving equations
and inequalities.
Justifications will
include the use of
concrete objects;
pictorial
representations; and
the properties of real
numbers, equality,
and inequality.
Student Experiences
Bloom’s Taxonomy
Readiness Level
Learning Styles
Multiple Intelligence
Students will use a
diagram to help
understand real-life
problems, such as
planning where
bicyclists should
meet in Ex. 22 in the
textbook. Students
can use verbal
models with other
problem solving
strategies such as
drawing a diagram
Students will use
tables and graphs to
check the answers.
Students will learn to
solve linear
equations graphically
on a graphing
calculator
Students will recall
using verbal model
to solve real-life
problem.
Concrete: Students
work with an actual
drawing a diagram
with clear and
sequential instruction
physically.
Working in groups:
This activity will
benefit students who
are peer-oriented
learners as well as
auditory learners
through group work.
Verbal/Linguistic:
Students are centered
on verbal/linguistic
will have ample
opportunity to
present their finding
from activity.
Mobility:
This group work
allows students to
draw and compare
and differentiate the
diagram to conclude
solving equations.
Logical: This
process of the
drawing diagram is
very ordered and
concise.
Students will draw a
diagram to help
understand real-life
problems.
Students will use
tables and graphs to
check your answer
Formal: Students
who can visualize
and predict before
drawing a diagram to
solve equations.
Working Alone:
Students will work
alone using TI-83
calculator
individually and
comfortably.
Kinesthetic:
Students move
around somewhat
drawing diagrams. It
shows that allowing
students to use their
hands and to learn by
drawing.
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Day 5 : 3.6 Solving Decimal Equations, 3.7 Formulas and Functions
Virginia Standards
of Learning (SOL
Algebra I)
A.1
The student
will solve multistep
linear equations and
inequalities in one
variable, solve literal
equations (formulas)
for a given variable,
and apply these skills
to solve practical
problems. Graphing
calculators will be
used to confirm
algebraic solutions.
Student Experiences
Bloom’s Taxonomy
Readiness Level
Learning Styles
Multiple Intelligence
Students will find
exact approximate
solutions of
equations that
contain decimals.
Students will solve
real-life problems
that use decimals
such as calculating
sales tax in Ex. 5
from textbook. They
will solve a formula
such as area,
temperature
conversion, interest,
distance formulas for
one of its variables
and rewrite an
equation in function
form
Students will
identify found-off
error.
Concrete: Students
manipulate formulas
by step by step with
detailed directions.
Working in groups:
This activity helps
students teach
directly and
indirectly using
different formula and
which formula to
apply by verbal
discussion the
procedures and
reasoning of getting
answers.
Intrapersonal:
Students analyze
procedures of
solving equations by
using different
formula and come up
with their own
answers.
Students will show
and calculate exact
and approximate
solutions of
equations that
contain decimals
Students will
connect to solve
real-life problems
that use decimals.
Students will
discover a formula
for one of its
variables.
Students will
conclude and
rewrite an equation
in function form
Formal: Students are
determined what
steps are useful and
apply which
formulas for
understanding and
reasoning.
Light: This activity
benefits those who
work best in highlevel light.
Verbal/Linguistic:
Students are centered
on verbal/linguistic
will have ample
opportunity to
present their finding
from activity.
Visual:
Students need to see
the steps of solving
equations by sharing
their ideas and
writing step-by-step
during group work.
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Day 6 : 3.8 Rates, Ratios, and Percents, Review
Virginia Standards
of Learning (SOL
Algebra I)
A.3
The student
will justify steps
used in simplifying
expressions and
solving equations
and inequalities.
Justifications will
include the use of
concrete objects;
pictorial
representations; and
the properties of real
numbers, equality,
and inequality.
Student Experiences
Bloom’s Taxonomy
Students will use
rates and ratios to
model and solve
real-life problems
such as applying unit
analysis. Students
will use ratios to
write an equation.
Students will
identify rate a per b
is a/b and unit rate.
Students will form a
group and discuss to
find rectangle whose
length-to-width
ratios are equal to
the golden ratio.
Readiness Level
Concrete: Students
solve equations
based on drawing
and step-by-step
Students will use and procedural process
explain percents to
of solving equations.
model and solve
real-life problems
Formal: Students
solve equation using
Students apply rates, higher math logically
ratios, and percents
and rationally.
and use equations
solving skills to
solve problems.
Learning Styles
Multiple Intelligence
Self-Motivated:
Students who are
self-motivated will
do best with the
lesson. They are
persistent doing
multi-step solving
equations.
Logical:
Mathematics is used
in equations.
Structure: Students
who are structured
would apply solving
equations
mathematically.
Visual: Procedural
steps of solving
equation are shown.
Verbal: Writing
steps of solving
equations are very
visual structure of
doing maths.
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Day 7 : Test
Virginia Standards of
Learning (SOL
Algebra I)
A.1 and A.3.
Student Experiences
Bloom’s Taxonomy
Readiness Level
Learning Styles
Multiple Intelligence
Students will test on
based on Chapter 3.
Students will recall
linear equation and
multi-steps of solving
equations and apply
formulas to solve
equations.
Concrete: Students
solve equations based
on drawing diagrams
and writing steps of
solving equations.
Structure: Solving
Equation
mathematically is
involved in high
amount of structure.
Visual: Pictures and
diagrams are used
extensively in
problems.
Students analyze
which ways are
useful for solving
linear equation.
Formal: Students
solve equations using
higher math.
Self-Motivated:
Students will who are
self-motivated will
do best with test and
homework.
Logical: Equations
are used extensively.
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Algebra I
County (Local) Standards
Benchmark 3.a Essential
Justify Steps Used to Simplify and Solve Equations and Inequalities
The student will justify steps used in simplifying expressions and solving equations and inequalities. Justifications will include the use of
concrete objects; pictorial representations; and the properties of real numbers, equality, and inequality.
POS Correlation: A.1.1
Reporting Categories:
Included: MTH.ALGI: Blueprint Algebra I Test/Equations and Inequalities
Indicator 3.a.1 Essential
Simplify and solve equations and inequalities with number properties
Simplify expressions and solve equations and inequalities, using the commutative, associative, and distributive properties.
POS Correlation: A.1.1.1, A.1.1.5, A.2.1.3, A.2.1.5
Indicator 3.a.2 Essential
Simplify and solve equations and inequalities with order of operations
Simplify expressions and solve equations and inequalities, using the order of operations.
POS Correlation: A.1.1.5
Indicator 3.a.3 Essential
Solve equations by using properties of numbers
Solve equations, using the addition, multiplication, closure, identity, and inverse properties.
POS Correlation: A.2.1.3
Indicator 3.a.4 Essential
Solve equations by using properties of equality
Solve equations, using the reflexive, symmetric, transitive, and substitution properties of equality.
POS Correlation: A.2.1.3
Indicator 3.a.5 Essential
Create representations for solving equations and inequalities
Create and interpret pictorial representations for simplifying expressions and solving equations
and inequalities.
POS Correlation: A.1.1.5, A.2.1.3, A.2.1.5
Indicator 3.a.6 Expected
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Justify steps in solving equations and inequalities
Justify the steps in solving equations and inequalities by using concrete objects, pictorial representations, and the properties of operations on real numbers.
POS Correlation: A.2.1.3 and A.2.1.5
Indicator 3.a.7 Extended Honors/GT
Solve absolute value equations in one variable algebraically
Solve absolute value equations in one variable algebraically.
Use properties of equality to solve one step, two-step, and multi-step equations in one variable. Use properties of equality and the distributive property to solve
equations with variables on both sides. Write ratios and proportions. Solve proportions using cross products. Solve
percent problems, such as finding the percent of a number, a base, and part of a base. Rewrite equations in function form. Solve formula and literal equations for
a given variable.
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