FRAME THE LESSON
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
TEACHER:
Engage:
Explore:
represent situations.
Explain:
student applies mathematical process standards to
solve one variable equations and inequalities.
Elaborate:
7.13 Personal Financial Literacy. The student applies
mathematical process standards to develop an
economic way of thinking and problem solving useful
in one’s life as a knowledgeable consumer and
investor.
Math
LESSON DATE:
Sept 24
M T W TH F
Resources/Materials:
Engage:


use one variable equations and inequalities to
7.11 Expressions, Equations, and Relationships. The
CLASS:
Teaching Points & Activities
7.10 Expressions, equations, and relationships. The
student applies mathematical process standards to
7th Grade
Evaluate:
Spiral Review #22
Watch Video from my.hrw.com from Lesson 8.4 to reinforce learning from previous days. If you noticed students struggling
in a particular lesson, I would also incorporate those videos.
Elaborate/Evaluate:

Using “Ready to go on?” from the Module Quiz, ”Texas Test Prep,” from the Module 8 Mixed Review, and the “Study Guide
Review” from page 271 and 272 in your TE, create task cards, stations, or a scavenger hunt.
o
A neat scary scavenger creator is : http://www.scavengerhuntriddles.net/scavenger-hunts/create#
o
A blank holiday themed Bingo template is: https://www.teacherspayteachers.com/Product/Halloween-FreebieBingo-Style-Word-Game-Cut-Paste-Version-Included-1497796
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Another blank holiday themed Bingo Template is: https://www.teacherspayteachers.com/Product/HalloweenBingo-Sheet-919483
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Making engaging stations ideas from here: http://allthingsupperelementary.blogspot.com/2013/10/imchallenging-youyes-you-to-make-your.html
Pre-Algebra:

If you feel that the students are ready to move on, incorporate not only graphing on a number line, but also allow them to
explore slope and linear equations with activities from this website: http://betterlesson.com/community/document/62886/711-stations
Explore/Pre-Assess:

On the Mimio, pull up the game: http://www.math-play.com/Inequality-Game.html. Pass out whiteboards and expo markers.
Have students work in groups to race. Students must write the inequality and show ALL steps including the answer to get
credit. Every student in the group must have all work to get the points.

“Can’t Live Without It eBook Inequalities Worksheet”
Go Math
Video from
my.hrw.com
Graphic
Organizers
Mimio Game
Whiteboards
Markers
Objective/Key Understanding:
7.10A: Write one-variable, two-step equations and inequalities to represent
constraints or conditions within problems.
7.10B: Represent solutions for one-variable, two-step equations and
inequalities on number lines.
7.10C: Write a corresponding real-world problem given a one-variable, twostep equation or inequality.
7.11A: Model and solve one-variable, two-step equations and inequalities.
7.11B: Determine if the given value(s) make(s) one-variable, two-step
equations and inequalities true.
7.11C: Write and solve equations using geometry concepts, including the
sum of the angles in a triangle, and angle relationships.
7.13D: Use a family budget estimator to determine the minimum household
budget and average hourly wage needed for a family to meet its basic
needs in the student's city or another large city nearby.
7.13E: Calculate and compare simple interest and compound interest
earnings.
7.13F: Analyze and compare monetary incentives, including sales, rebates,
and coupons.
Closing Product/ Question/ Informal Assessment:
Algebraic reasoning facilitates representing,
generalizing, and formalizing patterns and
relationships in everyday life.
 How can situations be identified and
described algebraically?
Stop & Check for Understanding—High Level Questions
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
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Critical Writing Prompt:
What is the process for representing a solution to an equation or inequality on a number line?
How are solutions to equations represented on a number line differently than solutions to inequalities?
How are solutions to inequalities that are “greater than” represented on a number line differently than
solutions that are “less than”?
How are solutions to inequalities that are “greater than” represented on a number line differently than
solutions that are “greater than or equal to”?
What is the process for
evaluating an equation for a
given value?
Small Group Purposeful Talk Question Stems:
 How are negative values represented with concrete and pictorial
models?
 What is the process for solving an equation?
 What is the process for solving an equation where a value must be
multiplied or divided by a negative value?
Vocabulary:
Basic needs, Budget, Coefficient, Complementary angles,
Compound interest, Constant, Coupon, Equation,
Family budget estimator, Inequality, Order of operations,
positive rational numbers, Principal, Rebate, Sale, Simple interest,
Solution set, Supplementary angles, Variable, Wage
Rigor & Relevance: (Real World Connection)
1) Consider the inequality below:
-2x + 6 ≥ -17
a) Write a corresponding real-world
problem that can be used to generate the
inequality.
b) Use concrete and/or pictorial models to
solve the inequality.
c) Solve the inequality algebraically and
describe the meaning of the solution in the
context of the generated problem situation.
d) Represent the solution for he inequality
on a number line.