Title of Lesson
Topic
Grade Level
Georgia
Performance
Standards (GPS)
Class Context
Materials Needed
Technology &
Manipulatives
Specific Learning
Outcomes/Goals
EQ
An Introduction to One-Step Equations Using Algebra Tiles
One-Step Equations (Using Addition and Subtraction)
7th Grade
M7A2b – Use the addition and multiplication properties of equality to solve oneand two-step linear equations.
Previous Day: Students will have taken a quiz on the topics of:
 Combining Like Terms
 Properties: Commutative, Associative, Identity, & Distributive
Mastery of these concepts is essential to understanding this material.
Following Day: We will solve one-step equations with multiplication and division
before later moving on to two-step equations.
 Algebra Tiles (if using an overhead projector, will also need a transparent set)
 Document camera, OR overhead transparency projector, OR online algebra
tiles + projector
 Class set of individual white boards
Manipulatives:
Algebra tiles will be used to help students develop understanding of a core
principle in algebra: that in order for both sides to be equal, the same operations
must be carried out on both sides. Students will be presented with both the tiles
and an algebraic representation of the problems, so that they are able to see why
we isolate the variable using inverse operations.
Students will also be using individual white boards to show their work.
Technology: Depending on what technology is available in the classroom (see
materials, above), technology may be used to show what the teacher is doing with
the algebra tiles to the class.
Conceptual Goals:
 Students will recognize that the equal sign represents a balance between two
sides of an equation.
 Students will realize that in order to maintain the balance of an equation, the
same things must be added or removed from both sides.
 Students will realize that creating zero pairs with the algebra tiles is the same
as performing the inverse operation.
Procedural Goals:
 Students will determine which operation would be the inverse of the one
taking place in a given equation.
 Students will perform the inverse of an addition or subtraction operation in
order to isolate the variable.
 Students will solve for the variable in a one-step equation with addition or
subtraction.
 Students will represent a one-step equation (with addition or subtraction)
with algebra tiles and use the tiles to solve for the variable.
How can we apply our knowledge of algebraic expressions to solving equations?
Lesson plan by Amanda Harris, Kennesaw State University
Bell Work
(Activating
Activity)
Instructional
Activity
Questions are a review of adding integers and combining like terms, which are
essential pre-requisite concepts for today’s lesson.
( )
1.
2.
3.
(
)
4.
Students will be given algebra tiles, and they will be instructed to get out their
white boards. We will then instruct them to lay a pencil on their desk (to represent
the “equal sign” line used when solving equations with algebra tiles).
Using one of the methods listed above to show my own set of algebra tiles to the
class, the teachers will demonstrate how to solve equations by using zero pairs to
isolate the variable. We will go over several examples as a class, after which I will
ask students to solve problems on their own, showing me their result to each on
their white boards before moving on. (This will allow us to make sure that they are
making the connection between the tiles and the algebra that they represent.)
Problems to work through as a class:

,x=6

,x=5

,x=1

, x = 12
Closure
Guided practice problems for students to work independently on their white
boards with the tiles:

,x=3
( )

,x=8

, x = 10

,x=7

, x = -5

,x=1
To the class, the teachers will ask questions to guide students to a realization that
forming zero pairs with the tiles is the same as performing the inverse operation in
algebra. Such a question might be stated as:
“We’re using zero pairs to isolate the variable. Show me on your white
boards how you might write this step based on the equation we wrote in
algebraic terms.”
After using several of the problems from above as examples, we will guide
students to the conclusions that addition and subtraction are inverse (or
“opposite”) operations and that performing one cancels out the other, and that
this can be used to isolate the variable and solve.
We will then, as a class, solve a few one-step equations with bigger numbers than
the tiles would have allowed, such as:
1. 34 = 16 + x, x = 18
2. n + 45 = 70, n = 25
3. 93 + g = 117, g = 24
4. 24 = n – 25, n = 49
Lesson plan by Amanda Harris, Kennesaw State University
Homework
Assessment
Differentiation
Students will be asked to solve the following problems for homework:
1. x + 5 = 14, n = 9
2. 70 = n – 40, n = 110
3. 33 = y – 44, y = 77
4. r – 32 = 77, r = 109
5. Ron has $1,230 in his savings account. This is $400 more than he needs to
buy a new big screen TV. Write and solve an equation to find out how
much the TV costs. 1230 = t + 400; t = $830
6. The solution to an equation is x = 4. Write three possible equations that
could have this solution. Answers will vary.
7. The solution to an equation is n = 12. Write two possible equations that
could have this solution. Answers will vary.
8. Explain how inverse operations and/or zero pairs can be used to solve for
the variable. Answers will vary.
Students will be formatively assessed throughout the lesson, particularly through:
 teacher observations
 students’ white boards
 students’ questions
Students will also be formatively assessed during the closing discussion of the
lesson. The teachers will try to gauge how well students are understanding the
material so far, such as by asking students to give a thumbs up/down/sideways to
show how well they think they understand. The white boards used in the closing
discussion can also be used again for analysis of students’ levels of understanding.
The level of difficulty of questions asked during class can be adjusted as necessary
based on the teachers’ observations and perceptions of the students’
understanding. Students who are working above level can be given more
challenging problems to work on by the teachers as they walk around the room.
Students who are struggling can receive extra help from the teachers as they
circulate the room during the instructional activity.
For English Learners, the usage of synonyms and examples will be used to reinforce
key vocabulary. For example, the term “inverse” will be associated with the word
“opposite,” and students will be reminded of what the terms “variable” and
“constant” mean during instruction.
Some homework problems have been taken from:
Bennett, J. M., Burger, E. B., Chard, D. J., Jackson, A. L., Kennedy, P. A., Renfro, F. L., Scheer, J. K., &
Waits, B. K. (2007). Holt Georgia Mathematics Course 2 Workbook. Orlando, FL: Holt, Rinehart,
and Winston.
Lesson plan by Amanda Harris, Kennesaw State University