NMPED
Theme:
10/19/15
Reviewing solving with fractional coefficients
and Combining Like Terms
Class/Subject: Pre-Algebra
Week of October 12-19
Unit Standards
Content Standards
8EE7
CCSS Math
Expressions and Equations 8.EE7. Solve linear
equations in one variable.
CCSS More Math
CCSS Other (Math, Listening and Speaking)
2. Solve linear equations with rational number
Analyze and solve linear equations and pairs of coefficients, including equations whose solutions
simultaneous linear equations.
require expanding expressions using the distributive
property and collecting like terms.
1. Give examples of linear equations in one
variable with one solution, infinitely many
solutions, or no solutions. Show which of these
possibilities is the case by successively
transforming the given equation into simpler
forms, until an equivalent equation of the
form x = a, a = a, or a = b results (where a and
b are different numbers).
Essential Questions:
Students will keep considering…
(meant to be explored,
revised, meant to provoke
thought in students,
genuine questions, various
possible answers)
Designer: Amanda
Montoya
Length of Unit:
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WIDA/ELD Standards 2012
Acquire and use accurately grade-appropriate
general academic and domain-specific words
and phrases; gather vocabulary knowledge
when considering a word or phrase important
to comprehension & expression
An algebraic expression can be simplified by combining the parts of the expression that are alike
What are the rules for adding or subtracting integers?
What are the rules for multiplying or dividing integers?
What is the process for solving equations with fractional coefficients?
Concepts
Skills
Students will know…
1. How to use the order of operations when solving equations
2. How to solve equations by using PEMDAS backwards
3. That inverse operations “undo” each other
4. That addition and subtraction are inverse operations
Students will be skilled at…
● Using inverse operations to solve one-step equations
● Identifying like terms to be simplified
● Combining like terms
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5.
6.
That multiplication and division are inverse operations
That they must do the same thing to both sides of an equation
to keep it balanced.
7. Students will be able to simplify equations by combining like
terms
8.
9.
Students will know the steps for combining like terms
Students will know how to solve equations with fractional
coeffients
Academic Language (Tier 1, 2, 3 vocabulary):
Other vocabulary
Inverse operations
Terms
Like terms
Coefficients
variables
Resources:
Pearson Mathematics Course 3 Common Core
Text Connections:
Learning Target Statements: (Student-Friendly)
Level 1 Knowledge
Learning Targets
Recall/Reproduction
1. I can use proper vocabulary when discussing equations
2. I can determine whether terms are “like” or “unlike”
4. I can identify zero pairs
5. I can continue patterns to solve subtraction of integer
problems
Assessments: Formative (F) and Summative (S)
1. Do Now questions and Summaries (F)
2. Classwork and notes (F)
3. Oral response (F)
4. Teacher observation (F)
5. Written assignments (F/S)
Level 2 Knowledge
Learning Targets
Skills/Concepts
1. I can use the commutative property to reorder equations
with like terms next to each other
2. I can combine like terms to simplify an equation
3. I can solve equations with fractional coefficients
4.
5.
6.
7.
8.
Do Now questions and Summaries (F)
Classwork and notes (F)
Oral response (F)
Teacher observation (F)
Written assignments (F/S)
Level 3 Knowledge
Learning Targets
1. I can explain why terms are considered like
2. I can explain why unlike terms cannot be combined
3. I can explain how to solve equations with fractional
coefficients
5.
6.
7.
8.
9.
Do Now questions and Summaries (F)
Classwork and notes (F)
Oral response (F)
Teacher observation (F)
Written assignments (F/S)
Strategic
Thinking/Complex
reasoning
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4. I can explain what happens when a negative is subtracted
from a positive, etc.
Level 4 Knowledge
Learning Targets
1. I can create problems involving different terms
2. I can explain the error when solving an equation or combining
like terms
3. I can apply knowledge of fractional coefficients to find the
Height or base of a triangle given it’s area
4. I can describe real life situations to represent the subtraction
of integers
Extended
Thinking/Reasoning
5. Do Now questions and Summaries (F)
6. Classwork and notes (F)
Ideas for Differentiating
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Study hall, resource room, individual help, lunch tutoring,
peer tutoring
Reach- groups targeted for specific learning needs
Guided/modeling to Partner/Group work to individual
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(Must include a
Hook, Closure, and
Assignments)
M
10-19
Shorter assignments
Graphic organizers
Shapes and colors
Manipulatives – foldables, cutting and rearranging
Chunking Information
Repeated directions & explanations
DO NOW: 1. 67 - - 129 = ________ 2. 67 + 129 = ________
3. Explain what you notice about the answers.
4. Why do you think the answers came out this way?
LEARNING TARGET:
7.NS.A1c: Review integer subtraction
8.EE7. Solve linear equations involving fractional coefficients.
AGENDA:
• Students will review first practice with Fractional coefficients, see the affect that NOT attending to precision had on their
grade, and attempt to improve with Fractional Coefficients Practice
• Students will practice subtracting integers
T
10-20
ASSIGNMENT:
•
•Fractional coefficient practice 2 - HOMEWORK IF NOT FINISHED
SUMMARY/EXIT: What was one important thing your teacher wanted you to learn today?
DO NOW: 1. Use circles and squares and triangles to identify the like terms in this equation: -8x2 + 2x+ 6 – 3x2 + 3x =
12 – 4x + 5
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2. Partner up with the person who has a like term – This will be your partner today and tomorrow
LEARNING TARGET:
7.NS.A1c: Review integer subtraction
[8.EE.7b]I can identify & combine like terms
AGENDA:
•Do Now and Answer Questions about previous days’ work (10)
• Share answers to previous day’s exit question (5)
•Combining Like Terms Booklet (10) – 4 Important steps to help combine like terms on the left 1. Draw a line in front of each
+ or – sign to separate the terms 2. Color all like terms the same color 3. Put each group together (Commutative Property)
4. Simplify each group into one term
**Practice the 4 steps with 2 more problems (5) – turn in
• Grade: Fractional Coefficient page (10)
•Finish Subtraction of Integers page (10)
ASSIGNMENT: Subtraction of Integers page
SUMMARY/EXIT: Turn in 2 practice problems on Combining like terms
DO NOW: 1) Take out your Do Now papers 2) Simplify this expression: -4y2 + 5y + 12 – 2y -6y2 – 2 ***Use the 4 steps
from yesterday to separate the terms, color “code” them, Group them together, simplify
LEARNING TARGET: 8.EE.7b
I can identify like terms
I can rewrite expressions into a simplified form by combining like terms
I can explain the essential understandings about combining like terms.
AGENDA:
Review 3 essential understandings: (Students will fill in blanks for these and glue into booklets from previous day)
1. Only like terms can be combined.
2. Always put variables in alphabetical order, then order by exponent
3. Always move the operator signs with the terms.
Practice combining like terms- use learning activity(Partners)
1. The teacher will demonstrate color coding the strip, cutting it apart, and reordering using the Commutative property, and
simplifying the expression
2. Students will practice with one of their strips – Partners will check the color coding and re-ordering before pieces are glued
Then students will write the simplified expression to the side
3.Students continue the activity with their partners
**Do the first 1-4 together, with modeling and guided practice Final 6 students will do on their own
Practice combining like terms with Puzzle from “teachers.Henricho.k12.va.us”
ASSIGNMENT: Finish 6 practice problems on your own,
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Combining like Terms Puzzle
SUMMARY/EXIT: 3x + 5y – 2x – 6 – 3y + 1
DO NOW: 1.Answer the Exit question 2. Make sure all Do Nows and Exits are complete for this week 3. Turn in Do
Now paper
LEARNING TARGET:
[8.EE.7b]I can identify & combine like terms
AGENDA:
Turn in Terms Activity from previous day
Grade Subtraction of Integers page from Tuesday
Students Finish Combining Like Terms Puzzle
Students try solving a combining like terms puzzle
SUMMARY/EXIT: What is one thing that still confuses you or that you find difficult about combining like terms?
Parent Conferences
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