Mr.

Merse

Learning Experience Plan Subject: Mathematics Unit: Analyze and Solve Linear Equations Topic: Solving Linear Equations with Two Variables Content Standards: Expressions & Equations: 1. Write, read, and evaluate expressions in which letters stand for numbers. 2. Apply the properties of operations to generate equivalent expressions. Learning Experience Outcomes Students will: Be solve for expressions containing variables Describe the most efficient ways to solve for expressions that contain variables
Curriculum Integration

Grade level: 6 Day/Periods: 1 Period

Learning Experience Assessments Complete the Solve the Equations worksheet Summarize the reasons for solving each equation in the most efficient way..

This lesson is an effort to deem which ways solving equations is most efficient, By showing students the various ways to solve for variables in an equation and allowing them to see the pros and cons and reasons why each form of solving the equation is beneficial it will allow students to decide for themselves which method is the best..
Materials/Resources Procedures/Strategies

Sponge Activity (3-4 minutes) (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) DO NOW (on blackboard): Have simple equations to be solved, with blanks instead of variables in the equation. Allow students to work on their own and solve in the ways they are comfortable with. After about five minutes to work on the problems, students will be asked to write their solutions on the board and tell the class how they reached their answers.

Anticipatory Set (1-2 minutes) (focus question/s that will be used to get students thinking about the days lesson)

Mr.Merse

QUESTION: Do you think it is possible to represent unknown aspects of a math equation with something other than blanks? What do you think can be used?

Activating Prior Knowledge (4-5 minutes) (what information will be shared with/among students to connect to prior knowledge/experience) Have you ever seen a graph with a seemingly random line on it? Have you ever wondered what that line could mean? Do you think we can create our own lines to be represented on a graph?

Direct Instruction (15-20 minutes) (input, modeling, check for understanding) Start by going over all the answers from the do now that was on the board. Bring back the activating prior knowledge topic. Discuss their possible ways to represent the unknown of an equation. If a student suggests a letter as a variable, allow that student to explain, if not, introduce the idea yourself. Show to students that the problems from the do now are the same if they are represented with either a blank or with a letter used as a variable. The solving for the equation doesnt change at all, it is all the same. Show examples of basic linear equations on graphs. Give them the definition of X and Y intercept, or the point in which the line crosses the X and Y plane. Now, we allow the students to explore the different options for themselves. By first showing them the problem/solution method, we can allow students to generate their own ways to decide which is most efficient. We start by showing what we know is the information given in the probem (The equation) and what we are looking to solve for is the variable itself. Now we talk about the two possible steps, what is good or bad about solving for the variable in the equation itself (as in for one point), or how you can graph the equation to find all possible solutions over the plane. As students investigate the benefits of each, they realize that

Ratios and Rates worksheet

Mr.Merse

graphing allows for an infinite amount of possibilities, while the single solution gives a single solution to use. Both are great to use, the graph allows for more visual representation, and the equation solving can be used to find the exact answer at a certain point. By showing students the process of going through what choices you can choose, you allow the students to make their own final decision, based on what they find most effect.

Guided Practice (10 minutes) (how students will demonstrate their grasp of new learning) Activity: The students will work on the solving equations worksheet for the remainder of the period. Students will be allowed to work individually or together in pairs. While working on the worksheet, students will have to decide which is more effective for the current equation, by listing out the positives and negatives of each of the processes for the problems. While the students work I will monitor their work and allow them to explain to me why they chose their solution form and show their mastery of why one is better than the other. Closure (4-5 minutes) (action/statement by teacher designed to bring lesson presentation to an appropriate close) After giving them a one minute warning to wrap up their work, remind them that the remainder of the worksheet is due tomorrow in class for homework. Independent Practice (what students will do to reinforce learning of the lesson) HOMEWORK: Finish any remaining problems of the worksheet and be ready to hand in the work tomorrow.

*Every time I tried to attach the worksheet and solutions word would crash, so I can only leave the URL here: http://www.math-aids.com/cgi/pdf_viewer_2.cgi?script_name=prealgebra_equations_one_integers.pl&language=0&memo=&answer=1&x=96&y=17