Lauren Ellis

What is a Variable?

Grade Level: 4th-5th grade

Pre-requisite knowledge: The alphabet & how to do addition
Conceptual Goals:

• Explore the idea of variable as a symbol that can stand for any member of a set of numbers
• Substitute numbers for variables (letters) to discover unknown values

Behavioral Objectives:

- Students will assemble a “variable wheel” and utilize to answer questions

- Students will answer questions about the values of words with the ‘variable
wheel’
- Students will understand that all words have values, just like variables
- Students will understand what variables are by the end of the lesson

Language Objectives:

- Variable
- Addition
- Subtraction
- Value
- Greatest & least

Common Core Standards:

- Operations and Algebraic Thinking; write simple expressions that record

calculations with numbers, and interpret numerical expressions without evaluating
them. 5.0 A

Principles and Standards for School Mathematics:

-Content Standard: Algebra – represent the idea of a variable as an unknown

quantity using a letter or a symbol

-Process Standard: Problem Solving – monitor and reflect on the process of

mathematical problem solving
 Materials:

-Two strips of lined notebook paper per student: one 5 cm wide and one 3 cm wide
- Homework Worksheet
-Transparent Tape
-Cracking the Code Activity Sheet (Illuminations website,
http://illuminations.nctm.org/LessonDetail.aspx?id=L291

Process:

Before:

Well class, today we are going to create a variable machine. This variable machine is
going to help us discover the ‘value’ of a word. Does anyone know what a value is?
(see chart for anticipatory answers) A value is quantity; it is how much something is
worth in an equation. The value can be the answer to an addition problem or the
addends in the problem (I would then add this word to the word wall for ELL
learners, as well as variable, greatest and least). Do we all understand what addition
is and what it looks like? (See chart) We use addition to find the value of something.
Today we are going to use the variable machine to find the value of words, which is
like having variables in a problem. Variable is a big word though, and can be
confusing. Does anyone know what a variable is? (comprehensible input) (see chart
for answers) A variable is an unknown in a problem. A variable in a problem can
look something like this: X + 14 = 16. Today we are going to use the variable
machine to help us understand variables better and help us figure out how to solve
problems with variables in them.

Learning Activities/ Expected Student Teacher Response to

questions Responses Student Reactions

(Teacher initiated)
What does value mean? -The worth of something How might you find the
value of something?
-How much a number is
What operation might you
-The answer to a question use to find the value of
something?
What is addition and how -Adding things together -When are some times in
do we know when to use your life that you use
addition? -A number plus another addition?

What is a variable?
number
-Use addition when there is
a plus sign next to a
number
-A part of the problem
- A missing part of a
problem
-Something that you add in
a problem with addition
-How might you use
addition to find missing
components of a problem?
- Where might you see a
variable?
-What do you do when you
see a variable in a
problem?

Okay, now that we understand the basic vocabulary in this lesson, let’s begin the
activity! What I first want you to do is to get with your math group. (These groups will
already be determined by math ability and depend on the use of scaffolding by the
students so that students can help each other learn. Sometimes it takes a student of their
own age to explain the problem in better terms, if the teachers definition isn’t working.
Also groups will often be changed to help the students push one another toward success).
Everyone is going to make his or her own variable machine and use it with the activity
today. This activity is going to help us find the value of a word, like your last or first
name. Now class, what is a value again? (Ask a few students to ensure they understand
this word, along with the word variable). What you guys need to do is with the thicker
strip of paper, the 5 cm write the 26 letters of the alphabet and on the other strip write
the numbers 0-25. The alphabet being letters A-Z, there are 26 letters, and the alphabet
can be found above the board. It is the letters we use to form words (comprehensible
input). Once this is completed, tape the ends together like this. (I will be upfront creating
mine before they create their own. This way they can see it being modeled and then they
can create their own model. To show them first will ensure that most students understand
the concept and then they will be able to help each other make their own variable
machines. This will make it possible for me to walk around and help students as well).
Your wheel should look just like this! To make sure everyone understands what a wheel
it, it is round and has no end, it is like a tire on a car or like the clock on the wall
(comprehensible input). Now start on your own wheel and if you have questions ask
students around you or raise your hand.

Now that we have all created our own variable machines, we are going to put them to
use! I am going to ask all of you to find the value of your first name. This is what I mean;
I am going to take Ian’s name as an example. First I am going to find the first letter on
the wheel, which is I. I is equal to the number 8, so I will write:
I A N
8 +0 + 13
Remember, to find the ‘value’ of our names with the variable machine, we will add the
numbers together from the wheel. The ‘value’ of Ian’s name is 21. Therefore, Ian’s name
is equal to 21. Now I want you guys to find the value of your first names. After you have
completed your first name, I want you to find your last name as well. Then find a word
whose value is 25 or 70. And if you still have, find a four-letter word with the greatest
value and the least value!

So everyone has found the value of your first and last name correct? Can anyone give me
examples of words they found with the value of 25 and 70? (Get examples from students
and double-check their answers with the whole class using the variable machine. Do the
same thing with the greatest and least value four letter words) And also you have found
the answer to your equations, such as what your name adds up to?
So this is where we figure out what a variable is and how to solve the problem with a
variable in it.
What if I took Ian’s name equation, which is: 8 + 0 + 13 = 21 and made it:
X + 0 + 13 = 21. How would I find out what the X meant? Well we know that every
variable, which is X, our unknown number, has a value. So what we need to do is find the
value of this X. With our variable machines, we found the value of our name by finding
the number is goes with. How would we find the value of this X? I want you to turn to
your partners and discuss a way to find this out.

During:
Now that we have seen a way to solve a problem with a variable already knowing the
answer, I would like you to try a couple of these problems. These problems you don’t
know the answer and they are contain a variable. I want everyone to apply the strategies
we used in the problem before and figure out new strategies to help us solve these
problems. Everyone may work with a partner, the math partners I have assigned. Keep
the talking to six-inch voices please! (Use ability partners to have the students utilize
strategies like putting an ELL student and a bilingual student together to ensure their
understanding and success. Allow the students to speak in their native language. Also, a
higher math student with a lower math student to facilitate scaffolding learning.)

X + 9 = 16
X + 12 = 21
24 + B = 46

And if you get those done, try a subtraction problem!

X–4=9
X – 12 = 4
52 – D = 32

What you may observe:

- Students putting the value of X as the value they see on their variable machine
- Students saying the X is equal to zero
- Students giving up because they aren’t sure what to do
 - Students subtracting 13 from 21 to find out the number they add to make the
problem correct
- Students are not doing an operation on both sides of the equation, to help them
balance the equation
-

Questions you may need to ask:

-How do I find the number to put in the equation?
-What do I need to do to each side to make it ‘balanced?
-How do I know if my equation is balanced?
-How do I know what operation to use?
-How do I know when I have solved the problem?
-What is a way that I can check my answer?

(While students are working on their problems, I will be walking around to help the
students. I will be reminding them to balance the equation, meaning what they do to one
side of the problem, they must do to the other side of the problem. Also reminding them
that they need to do the opposite operation to eliminate numbers from the problem.)
If you have a different answer to your problem, then work through it with each other.
Talk about what process you used, how you balanced the problem and ensure that both
of you checked your answer.

After:
I would like one pair of students to come up and model how they solved the problem.
(Make sure that students mention they need to balance the problem, they need to use the
opposite operation to balance the equation and ensure they have the correct answer,
which is 7. If the students didn’t use the balance operation then ask them how they did it.
This is for them to show you how they solved the problem.
Now, does anyone else have a different way of how they solved their problem? (This is to
generate discussion from the students to help show their understanding and get the
students to talk about the problem instead of me ‘talking at them’.)
(If the students get the answer wrong, I could talk to them about how they could have
done the opposite operation to get the answer to one side and the variable on one side.
Also suggest that they could use the balancing strategy to ensure they are doing the same
operation on both sides. Then since the answer is incorrect, suggest they think of a way to
check their answer. Suggest plugging the answer they get back into the original problem
and see if it makes sense. If it doesn’t, they should start over and use a different strategy.
To ensure you get the right answer, it is a very good idea to plug your answer back into
the original problem. This is to make sure that your answer makes sense and works
correctly in the problem.

Before allowing the students to complete the variable machine worksheet and a
worksheet of problem that I have made up, review the following terms: value, addition,
variable. Ask a student to summarize one more time what they do when solving a
problem with a variable. Such as using the opposite operation to solve the problem, they
need to balance the equation, so what they do to one side of the problem, they need to do
the same to the other side. Also, they need to state that they need to get the variable on
one side and the answer on one side. Emphasize that they should plug their answer back
into the original problem to make sure they got the right answer.

Assessment:
Best form of assessment is how they do on the two worksheets. This will help you find
out if each student understands the basic concepts of variables and that each variable has
a value. This will also help you see problem areas the class may have experienced and
what you may need to touch on the next day. Another form of assessment is during the
practice problems and the whole-class discussions. If gives you a chance to walk around
the class and observe individuals and group work. During the whole-class discussions it
gives you a chance to correct students explanations of variables and how to solve the
problems. Also it gives them a chance to better understand the concept and an
opportunity to ask questions. This will also give you a chance to assess their overall
understanding of the concept and problem areas they may experience.

Extensions:
The language objective will help the ELL learners and I will state this as I am beginning
my lesson, and I believe that scaffolding will be vital in this lesson. Students will already
be equipped with a partner to help them along with general questions, but the partners
will help them through the whole lesson. This is vital because often students can be there
own teachers to their peers. It is good when students work together because they may be
able to put a concept or idea in words that students their age will understand better. They
can help each other work through all problems and come up with strategies to solve the
problems. Another extension might be letting students use their native language with
students that may be bilingual. This may help because the ELL students may completely
understand the concept, but they can’t fully explain themselves. If they can use native
language, they will be able to show me they understand but they aren’t’ equipped with
they full vocabulary yet. Also, I will have a math word wall located where all the students
can see it. I will continue to add all the words that are in my language objective, such as
value and variable.

Then for visual learners, I will show them how to make the variable machine. I will also
show them multiply examples on the board. They can refer to the problems in their notes
to help them with their homework. They will always have an example to look back at.
Then for gifted students, I will put extra credit problems on the homework. These
problems will have harder problem with more numbers, using both addition and
subtraction. And maybe a story problem where they have to make their own equation
with a variable.
Name:____________________

Solving Problems With Variables

*Please complete each problem, showing all steps you took to solve these problems. I
would also like to see your checking method to ensure you have the right answer.

1. R + 35 = 76

2. 67 – T = 24

3. 76 + L = 82
 4. 103 – F = 86

Cracking the Code NAME __________________________

Use your Variable Machine to answer the questions which follow.

1. What is the value of your last name? _______

What is the value of your first name? _______

What is the difference of these two values? ______

2. What is the value of each of these words?

a. variable ________

b. machine ______

c. algebra ______

d. mathematics ______

3. Find three different words whose values are each equal to 25. Record
the words below.

What do you notice about the number of letters in each of these words?

4. Find three different words whose values are each equal to 36. Record
the words below.

What do you notice about the number of letters in each of these words?

5. Find three different words whose values are each equal to 100.
Record the words below.
What do you notice about the number of letters in each of these words?

6. Do most of the words you found have a value that is even or odd? Do
you think there is a reason for this?

Resources for Teaching Math© 2008 National Council of Teachers of Mathematics http://illuminations.nctm.org