Teacher:Ford/Lara

Collaborating Teachers:Ford/Lara
Subject(s): Pre - Algebra
Date(s):
NVACS Standard(s): 8.EE.C.7b,8.EE.C.7a
Content Objective (student-friendly): solving rational numbers with rational number coefficients, use of properties and
combining of like terms when simplifying equations.
8.EE.C.7a
Give examples of linear equations in one variable with one solution, innitely 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).
Language Objective (student-friendly): IWBAT solve multi-step linear equations including decimals and fractions

Warm-Up/Pre-Assessment (identify instructional standard/indicator): Complete Linear Equation Quiz (Assessment)

Daily Review (identify instructional standard/indicator): Math Survey

Lesson Introduction (identify instructional standard/indicator): Standard 3, Indicator 3 .Student have been exposed
to the key concepts necessary to solve linear equations. In the introduction to this lesson, that prior exposure and
knowledge will be expanded to include decimals and fractions. Real-world examples utilizing money will be
highlighted.
Concept/Skill Development (including 3+ high level questions) & (identify instructional standard/indicator): Standard
1, Indicator 1; Standard 1, Indicator 2.
Today's lesson will include reviewing of prior knowledge (key concepts) such as:
1)
2)
3)
4)

Use of the distributive property to help simplify equations

"Doing" and "Undoing" (inverse/opposite) of an operation in an equation
Solving of linear equations involving which can have a one solution, no solution or infinite solutions
Solving of linear equations which have variables on both sides of the equation

Today's lesson will build upon the prior skills which have been for mentioned, yet will include fractions and decimals
which students seem to struggle with. Key "traps" that students seem to fall into will be stressed in these
lessons. "Traps" which students seem to struggle with such as;
1) When adding or subtracting of decimals, reemphasizing the importance of lining up of the decimal points ( if
there
isn't a decimal point visible, the invisible decimal point is at the back of the coefficient).
2) When dividing by a decimal, it will briefly be reviewed the importance of removing your decimal by moving
the
decimal to the right appropriately for the dividend and divisor.
3) When solving linear equations involving fractions, use of the reciprocal to simplify and solve them is
necessary.
The process of usage of the reciprocal and making a whole number into a fraction ( placing a 1 in the
denominator)
will be highlighted as a review.
Students are familiar with expressions or non-variable equations using fraction and/or decimal, yet the ability to bring
all the necessary skills together when solving linear equations is challenging. Scaffolding and highlighting of areas of
known concern will be employed in practice problems, homework and assessments.

Example of a higher DOK level question which will be included in the students notes and reviewed is:
The equation below was solved incorrectly. Study the work below.
1/5 x + 2/5 = -3(x/5 -1)
Step 1: 1/5x + 2/5 = -3x/5 +3
Step 2: 3/5x
= -3x/5 + 3
Step 3: 6/5x
= 3
Step 4:
x
= 15/6 = 5/2
Describe the mistake in the work shown above.
Practice & Application (Guided/Independent/Group Practice) (identify instructional standard/indicator): Standard 1,
Indicator 1; Standard 2, Indicator 2.
***Scaffolding exhibited below****
A. 1/4
E. 4s

_____ =1
____ = 1

B. 1/6
F. 5c

_____ =1
____ = 1

C. 4

___= 1

G. 2/3b = 8

D. 3

___= 1

H. 2/3=8c

I. 6/7k =9
J. 7/6= 9m
K. 1/8h -17 = 3/8h +5
L. 3/7f -5 = 3/7f + 5
*Rigorous Curriculum (identify instructional standard/indicator): Standard 3, Indicator 2
Identify specific activities that the students will complete and the Depth of Knowledge level they will be exhibiting.
Student will be working on practice problems individually as well as with their shoulder partners.
Students will be using their foldable to assist in determining whether the solutions to their linear equations are no
solution, infinite solutions or one solutions
Students will have opportunities to use algebra tiles to assist with the modeling of their linear equation
"Do" and "Undo" Matrices will also be an optional representation to use when solving linear equations

Assessment (Formative - include Homework - & Summative) (identify instructional standard/indicator):

Long-Term Review & Closure (identify instructional standard/indicator): Standard 1, Indicator 1; Standard 1, Indicator
2.
Create an equation that has no solution.
Create an equation that has infinite solutions.
What similarities and differences do you see between an equation which has no solution compared to an equation
that has infinite solutions?

Supplementary Materials:
Potential Modifications to Lesson: