Solving One Step Equations
(Day 3)
I.
Initial Consideration
Grade: 7-12
Length of lesson: 90 min
Subject: Properties of Equality
Age of Students: 12-18
Prerequisite skills: Numeric and Algebraic Expressions, Opposite Operations
II.
Lesson Plan
1. Focus and Review (15 min): Review operator vocabulary and opposite operations (previous
lesson). Give each student two pieces of construction paper. Have students to quickly draw a
large plus (+) sign on the front of one piece of paper and a large minus (–) sign on the back. Do
the same on the other piece of paper, for multiplication (x) and division (). Call out operators
and have students hold up the correct response.
2. Statement of the Objective (1 min):
2.04 Use systems of equations and inequalities to model and solve problems using algebraic
properties; justify results.
3. Teacher Input (30 min): Once you feel your students have grasped the idea of what an equation
is and is not, you will want to review the names of the properties that they will use in working
with and solving equations. Do as much review of properties as your students need.
Commutative Property
Symmetric Property
Addition Property
Subtraction Property
Multiplication
Property
Division Property
+ = +
 =  then  = 
what you add to one side you must
add to the other
what you subtract on one side you
must subtract on the other
what you multiply one side by you
must multiply the other side by
what you divide one side by you
must divide the other side by
Have students create a study guide, using construction paper. Have students take a sheet of
construction paper and fold it in half. After paper has been folded have them cut one side (left
side) into six 1 ½ in strips. Students should close the folds (left side) on the top of the right.
Bates 1
On the front of the strips students are to write the following six words: commutative property,
symmetric property, addition property, subtraction property, multiplication property, and division
property. Students should open each fold and write the definition, a visual image, and/or an
example for each word, as the instructor presents the material to them.
4. Guided Input (20 min): Once you feel your students are comfortable and understand the
properties you may want to play the game “Concentration” using the overhead. Divide the
students into groups of 3-4. A different student from each group should give you a match.
Students will call out the row letter and column number. If it is a match leave the pair uncovered,
otherwise, leave them covered. (Post-it notes make good covers for the overhead. You can see
the answers but the students cannot.)
5. Independent Practice (20 min): Students should individually complete the “Properties of
Equality” worksheet. Review answers after completion. After the completion of the worksheet
give a short pop quiz on concepts learned on day 1 & 2.
6. Closure (5 min): The instructor should summarize the lesson by emphasizing the importance of
the Properties and how they will play a large role in solving one step equations. Remind students
about test Friday.
III.
Concluding Consideration
1. Assessment: Students should complete worksheet and show understanding with 85% accuracy.
2. Self-Assessment: Complete a self assessment on what went well, what didn’t go well, and what
students had most difficulty with; write down ideas on how improvements can be made for future
lessons.
3. Material/Supplies: construction paper, scissors, “Properties of Equalities” worksheet, overhead
projector, “Concentration” transparency, post-it notes, pop quiz.
4. Supplemental Activities: worksheets, group activities, centers, file folder games/activities
5. Next Skill Sequence: Solving One Step Equations
Bates 2
Name______________________________
Date______________________________
Properties of Equality Worksheet
Write the property that each equation represents.
1.) 6x = 30
2.) 5x = -40
3.) 4 + x = 40
4.) x + 6 = 17
5.) x – 5 = -15
6.) -2 = x - 8
7.) x / -4 = -6
8.) 1 + x = x + 1
9.) x = 3 then 3 = x
10.) x / 5 = 1
Bates 3