ITTI LESSON PLANNING TEMPLATE
GETTING YOURSELF READY
Materials:
VIP
Whiteboards
Markers
Pencils
Structured Practice Handout
Guided Practice Handout
Homework Sheet
Whiteboard markers (varying colors)
Notecards
Your Preparation:
Set-up board with Do Now problems and question.
Agenda with times:
Do Now (5min)
Teaching (15 minutes)
SP (12 minutes)
GP (10 minutes)
HW (3 minutes)
Closure (5 minutes)
GETTING YOUR STUDENTS READY
*Do Now:
Students will complete a 3 minute warm-up of 10 arithmetic problems using PEMDAS and integers.
On whiteboard: What do you think of when you hear the word variable? You can represent this in any way.
Objective: Today you will be able to…
Proving Behavior: By. . .
Solve and check a single step equation
correctly solving four of five single step equations.
Define and use words: variable, solution, equation
Purpose: We are doing this because…being able to solve for missing values is a key concept in mathematics that occurs frequently in real life.
TEACHING (may be less or more than six steps)
Step 1: Explain
context
Say: Today, we are going to learn to solve a single step algebra equation. We start by identifying the variable. I would like everyone to
repeat the word, “variable”.
See: Word “Variable” is written on the board. VIP is in hand.
* Do: Say “Variable”
Step 2: Define
Variable
Say: A variable is any symbol, usually a letter, that stands in place of a number. Some examples of variables are: X, Y, A, M, Triangle
See: On the board, a list of variables as they are spoken.
* Do: Create three variables on your white board and show the teacher.
Step 3: Define
equation
Say: We solve for variables in algebra equations. An equation is a problem that includes an equal sign. The equal sign means the
problem is balanced – both sides are worth the same amount. Two examples of an equations is 4x = 12 and x -3 =7
See: Teacher writes equation on the board and shows them on a scale showing balance.
* Do: Write your own sample equation on your whiteboard and show the teacher. (Check)
Step 4: Underline
the variable
VIP Step 1
Say: When we want to find the value of the variable in an equation, we first have to start by identifying the variable. In this new
equation, X -4 = 7, I am going to start by underlining my variable.
See: Teacher underlines the variable in red.
* Do: Now, I want you to write down this equation: 3*m = -12 and underline the variable. (Check)
Step 5: Circle the
operation and value
VIP Step 2
Say: Next, we determine what value we need to separate from our variable, and we are going to circle that value. In my problem on the
board, I am going to circle the “ – 4 “ part of my equation.
See: Teacher circles “ – 4”
* Do: Now, I want you to circle the value and operation that you want to separate from your variable on your whiteboards. (Check.)
Step 6: Identify the
opposite (inverse)
operation
VIP Step 3
Say: Then, we are going to figure out which operation “un does” the operation that we have circled. On the board here, I have x – 4 = 7,
and I have circled – 4. Well, the operation that “undoes” subtraction is addition. So, I will need to add four to my equation.
See: Teacher shows that - 4 turns into + 4.
Do: Now, I want you to look at your whiteboard and take a moment to think about what operation you would use to “undo” the
equation in front of you. You do not need to write it down, but keep it in your head.
*Anticipate:
Opposite of
multiplication
(students’ problem)
is division.
Step 7: Use the
opposite operation
on both sides of the
equation
VIP Step 4
Step 8: Simplify both
sides
VIP Step 5
Step 9: Check the
solution
VIP Step 6
*Be prepared to review anticipated concern.
Say: We are going to use that opposite operation now to cancel out the extra number with the variable in our equation. In order to do
this, we must keep the equation balanced. In my problem, I will be adding four to both sides. First, I add four to the side with my “x”.
Then, to balance myself out, I add four to the other side.
See: Teacher writes on the board while physically demonstrating what will happen if she adds four to one side of her problem using
herself as a balance (she tips to one side). When she adds four to the other side, she brings her human scale back into balance.
Do: Using the opposite operation you thought of in the last step, balance out the sides of the equation on your white board. (Check
student boards, correct as students struggle.)
Say: We’ve almost got our solution – we just need to simplify both sides a little bit. In my problem here, I have x – 4 + 4 on one side.
Well, -4+4 =0, so that side is just x. On the other side, I have a simple addition problem: 7 + 4. 7 + 4 is 11, so this side equals 11.
See: Teacher simplifying downward to turn x – 4 + 4 into x directly underneath and 7 + 4 into 11 directly underneath.
Do: Now, simplify your equation on both sides. See if you can get m by itself.
Say: Now, we have x = 11. In order to make sure that this is true, we need to check our solution. We do this by taking our answer and
putting it back into the original problem. So, I’m going to start another little section of my page for the check and rewrite my original
equation by itself. Then, I’m going to substitute the value in for my variable. I still work downward, checking my numbers. On the left
side, I have 11 – 4. Class, what is 11 – 4? (Choral Response: ‘7’) I write that underneath the 11 – 4 and bring down the 7 on the right
hand side. Is that statement 7 = 7 true?
See: Teacher writes x - 4 = 7, then writes 11 – 4 = 7, then 7 = 7
Do: Now, set up your check. Your original equation was 3*m = -12. When you solved, you got m = -4. So, now do your check and
make sure your answer works.
Step 10: Box your
solution
VIP Step 7
Say: It worked? You checked it? Awesome. That value is called a solution. A solution is a value that makes the equation true. In math,
when we find solutions, we always put a box around them. So students, in math, when we find solutions, what do we do?
See: Teacher boxes the solution on the board.
Do: Students chorally respond “we put a box around them”. They box their solutions on their boards.
PRACTICE
*Structured Practice (3-4 additional examples led by teacher with gradually quickening pace, helping students approach automaticity by manipulating, time,
materials, group size)
Time: 180 seconds
(3 minutes)
Materials:
Structured Practics
Handout and pencil
Group Size:2
Time: 150 seconds
(2.5 minutes)
Materials: Same
Group Size: 2
Time:120 seconds
(2 minutes)
Materials: Same
Group Size: 1 (check
with partner after
both completed
Time: 120 seconds
Materials: Same
Group Size: 1
Example 1 : Solve and check: x + 2 = -4
Example 2: Solve and check b – (-4) = 5
Example 3: Solve and check d/-4 = -3
Example 4: Solve and check -6p = 24
*Guided Practice (the proving behavior of the objective monitored by teacher)
Assignment: Guided Practice worksheet contains five single step
Criteria for Mastery: Students need to correctly solve and check four of
equations to solve and check.
the single step equations.
Directions: Solve each equation for the value of its variable and check
your solutions.
Explain Homework: Students will have 10 practice problems on the same skill including all four operations, positive and negative numbers
*Closure:
On an exit card, write a personal definition for the following three words: “variable”, “equation,” and “solution”.
*Active Participation is required by all students at the same time.
Visual Instructional Plan