Introduction to Algebra

Name: Lindsey Barker

Days: 1
Start Date: 11-17-14
Essential Standard:
8. EE. C. 7: Solve linear equations in one variable
8. EE. C. 7a: Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions.
Shown 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)
8. EE. C. 7b: Solve linear equations with rational number coefficients, including equations whose solutions require
expanding expressions using the distributive property and collecting like terms.
Essential Questions:
1. What does is mean for an equation to have one solution? Infinitely many solutions? No solution? (Review)
2. How do we solve for the variable (x) in linear equations? (Review)
3. How can we create a model from a word problem? (FOCUS for today)
Enduring Understanding:
Students will continue to solve linear equations using INVERSE OPERATIONS (Review):
1. Subtraction: The INVERSE (opposite) of subtraction is addition. If we are trying to move a negative number in
our equation, we have to do the INVERSE by adding it to both sides.
2. Addition: The INVERSE (opposite) of addition is subtraction. If we are trying to move a positive number in our
equation, then we have to do the INVERSE by subtracting it to both sides.
3. Multiplication: The INVERSE (opposite) of multiplication is division. If we are trying to get rid of a number that
is being multiplied to our variable, we need to do the INVERSE by dividing that number on both sides of our
equation. (This is a review of prior concepts: keeping equations balanced. Students previously learned that
equations must be kept balanced in order to properly solve; that is, whatever I do to ONE side of my equation I
HAVE to do to the other side of my equation.)
4. Division: The INVERSE (opposite) of division is multiplication. If we are trying to get rid of a number that is
dividing our variable, we need to do the INVERSE by multiplying that number on both sides of our equation.
Students will also understand the THREE DIFFERENT SITUATIONS that can happen when SOLVING linear equations
(Review):
1. No solution: This means that no solution will satisfy the equation
2. All Real Numbers (or infinitely many solutions): This means that our variable (x) can be ANY NUMBER ON THE NUMBER
LINE to satisfy our equation.
3. One solution: This means that after solving for our variable (x), we only get ONE SOLUTION. This means that only ONE
SOLUTION will make our equation true.

Students will also use KEY VOCABULARY to help them create MODELS of word problems (FOCUS of lesson):
1. A number: a variable, in most cases x
2. Decreased: subtraction
3. Increased: Addition
4. Product: multiplication

Does the language in the standard call for students to create a product? (Examples: graph, sketch, write) YES
Students will be writing down their solutions (examples) to the activity in class (pg. 128 and pg. 129) to turn in for a
grade. I will also be collecting a ticket out of the door activity to evaluate student progress.
Does the standard require that you see or hear the student do something to know they understand? (Example: read
aloud)
Students are able to explain what the difference is between an equation and an expression. Students are also able to
explain how to create and solve a model. Students will also be continuing to explain equations that have one solution, no
solution, or infinitely many solutions.
Reasoning
I can compare and contrast expressions and equations
I can compare and contrast functions that result in one
solution, no solution, or infinitely many solutions
I can read a word problem and understand what it is asking

Key Academic Vocabulary:

Content Vocabulary:

Model
Solution
Solve
Justify
Equivalent
Equal

Increase
Decrease
Equation
Expression
Function
Add
Subtract
Divide

Knowledge
I can determine what inverse operation to use in any step of
solving an equation.
I know the proper steps to take when solving an equation
I can determine whether an equation results in one

solution, no solution, or infinitely many solutions (All real

numbers)
I can write models for word problems and solve those
models.
Anticipate Student Weaknesses:
1. Most students need more practice when it comes to
multiplying/adding/subtracting/dividing negative and
positive numbers.
( I am going to make sure that I emphasize operations
with positive and negative numbers through modeling in
class.)
2. Most students dont know how to pick out key
vocabulary from a word problem to help them create a

Product
Formula
Area
Length
Width
Base
Height
a number

model or solve the problem. (I am going to emphasize

the vocabulary chart I previously created for students
on the white board)
(I am going to make sure that I MODEL how to correctly
pick out important pieces of information through
ANNOTATING the problem, what the information means,
and how to use that information to create a model from a
word problem)

3. Many students confuse an expression with an equation.

( I am going to ask students to define an expression and
an equation in class and remind them to use that
information when solving problems)
Formative Assessments:
1. I will be collecting the work that we will be discussing
in class (pg. 128) and I will collect the practice
opportunity (pg. 129) the following day to evaluate
student progress.
2. I will be collecting the ticket out the door activity
at the end of class to evaluate what I need to further
establish or re-visit with students.
Common Assessment Used to Determine Mastery:
Students will be taking a common assessment for mastery
at the end of the unit, which will take place after returning
from Thanksgiving break.

STUDENT LEARNING PLAN

Intro to Algebra

DATE: 11/ 17/ 2014

Monday: 11/17/2014
Purpose: To review and further practice solving linear equations in one variable that result in one solution, no solution, or infinitely
many solutions (All real numbers).This will be the second day that students are working with equations that have no solution,
infinitely many solutions, or 1 solution. The purpose of the activity today is to get students to be able to explain the difference
between the three solution possibilities and use that knowledge to be able to create and solve models from word problems.

Learning Targets:
1. I can solve an equation in one variable through combining like terms, substitution and/or distribution, and using inverse
operations.
2. I can create a model from a word problem.
3. I know what it means when an equation results in one solution, no solution, or infinitely many solutions.

Practice Opportunity: Pg. 129- Springboard worksheet: Students will further their practice on solving linear equations that result in
one solution, no solution, or infinitely many solutions.
First Thing:
1. Students will be asked to take out Pg. 128, a homework assignment that was assigned Friday November 7 th. On November 7th we
discussed problems 12, 14, and 18. Number 12 went over finding ONE SOLUTION from solving an equation. Number 14 went over
finding INFINITELY MANY SOLUTIONS from solving an equation. For number 18 I gave students an example of what an equation
looks like with no solution: x+5= x+7. This means that NO value of x will ever make this equation true, thus resulting in NO
SOLUTION. I will ask students to raise their hand and remind me what an equation looks like with no solution, one solution, and
infinitely many solutions to review.
Class Work (25- 30 min):
2. I will inform students that we will be discussing problems 13, 16, and 17 in class. I will also inform students that we will SKIP number
15 in class because the purpose of todays lesson is to be able to create a model FROM a word problem, and 15 asks the students to
create a word problem from an equation. I will remind students that even though we are skipping this problem, we will be going over
this process in a future lesson. I am going to look over the homework assignments to see how students did with problem 15
specifically so that I can build on what they may already know in future lessons.
3. I will ask students to volunteer to present problems 13 and 16 on the whiteboard in class. If there are no volunteers I will model
these problems on the whiteboard and try to engage them by asking what I should do next as I go through the problems. I will make
sure to outline the important steps needed in each problem to help students further understand the process.

4. Students have already been exposed to solving problems like 13 and 16, so these two problems will be a reminder to students.
5. I am going to focus the class mostly on problem 17, which is asking students to create models from a word problem, which is the BIG
overall purpose of todays lesson.
6. I have already created a vocabulary chart on the whiteboard and I will remind students to use that chart to help them create their
models for this problem. Before calling on student volunteers, I will ask students to work with their partner for about 5 minutes to
compare answers that they got for the assignment.
7. After the 5 minute period, I am going to engage students by asking for volunteers to come up and write a model for part a and part b
of problem number 17.
8. After volunteering, I will go through and outline important words and steps that are needed to create models, which will help
struggling students.
Ticket out of the Door (15-20 min):
9. I am planning for about 15-20 minutes left of the period once problems 13, 16, and 17 are discussed in class. Once we are done going
over problem 17 I am going to pass out a Ticket out of the door activity that students must hand in to me before leaving class. This
will allow me to measure the progress of my students and see what concepts I need to re-visit in class.
10. Once a student hands in the ticket out of the door activity, I will be passing out their practice opportunity, pg. 129, to work on the
rest of class. I will remind students that we will be going over pg. 129 the next day in class.

PG. 128

Pg. 129

TICKET OUT OF THE DOOR ACTIVITY

NAME:________________________
DATE:________________
SOLVE EACH EQUATION:
1.3(10x+4) = 6(5x + 2)

2. 6x 5= 3(2x -5) + 15

WRITE A MODEL FOR THE FOLLOWING:

3. Seven- tenths of a number decreased by thirteen is equal to three-tenths the number
increased by 13.