Learning Experience Plan

Subject: Algebra

Grade level: 9

Unit: Solving Equations and Inequalities

25 minutes

Length of LEP: 1 day/1 period/

Topic: Solving for Equations using Addition and Subtraction

Content Standards: Understand solving equations as a process of reasoning
and explain the reasoning. 1. Explain each step in solving a simple equation as
following from the equality of numbers asserted at the previous step, starting from
the assumption that the original equation has a solution. Construct a viable
argument to justify a solution method. 2. Solve simple rational and radical equations
in one variable, and give examples showing how extraneous solutions may arise.
Literacy Standards:
Learning Experience Outcomes
(knowledge/skills)

Students will use addition and

subtraction in order to solve one
variable equations.

Differentiation
Approaching

Learning Experience Assessments

Do Now: Asking the students how the
scale relates to balancing equations
Pass the Equation Worksheet
Exit Slip the students must solve two
equations, show all steps for solving for
the variable, and then show all work for
the check. This will be handed in and
graded.

(What will you do to meet the needs of students at these different levels?)

On-level

Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Through going over the vocabulary of the unit brings English Language Arts into
the lesson. This teaches students how to use the meaning of words to help them
solve equations. Also, for the hook and do now, students will use a balance and
blocks to show their knowledge from previous science classes on how to make
both sides of the scale equal. This illustrates how to solve equations by balancing
both sides to make sure they are equal.
Materials

Procedures/Strategies

Balance/sc
ale
Blocks
Pencil/Pen
Expo
Marker
Classwork
worksheet
Pass the
Equation
worksheet
Exit Ticket
worksheet

Day 1
Sponge Activity
Using a scale online, the teacher will put a different number of
counting blocks on each side to illustrate that if two sides arent
equal, the scale (equation) will not be balanced. This will allow the
students to see that adding/subtracting blocks from either side will
balance the scale to balance the equation.
Anticipatory Set
How do we relate balancing both sides to solving equations?
Activating Prior Knowledge
After the scale demonstration, students are activating prior
knowledge by writing a short response stating how their knowledge
of balancing a scale is related to balancing equations to solve for x.
Direct Instruction (input, modeling, check for understanding)
1. Input: Review the vocabulary of the unit, including:

Constant: a number that is on its own

Variable: the quantity that may change; the symbol

Root(s): the answer of the equation

Then, as a class we will label these terms in the equation 3 + x

= 10.

Go over the steps of how to solve a one-variable equation:

a. Identify the variable: 3 + x = 10.
b. Add or subtract the number from both sides of the
equals sign. Do the opposite operation to both sides of
the equal sign to solve the problem:
3 + x = 10
-3

-3

c. Get the variable by itself: x = 10 - 3

2. Do examples of equations with addition as a class: 25 = 8 + x

and -15 + n = -9.

3. Do examples of equations with subtraction as a class: m 7 =
13 and p 6 = -5.
4. Go over how to check each equation by plugging the answer
back into the original equation. For example, p 6 = -5, so p =
1. To check: p 6 = -5, 1 6 = -5, -5 = -5.
Guided Practice (how students will demonstrate their grasp of new learning)
Pass the Equation Worksheet: Students will be divided into groups of
two. Each group will be given one worksheet with two one variable
equations on it, one with addition and one with subtraction. Each
student must complete one step of solving the equation, then pass
the sheet to their partner to do the next step. This will continue until
both problems are solved and checked. They will be expected to
solve: y 15 = -20 and n + 3 = -12.
Independent Practice (what students will do to reinforce learning of the lesson)
Students will complete an exit ticket that is to be handed in before
leaving class. The worksheet contains two examples of adding and
subtracting equations, in which students must solve for the variable,
independently, and check their work. Students will be assessed using
the FULL/PARTIAL credit rubric.
Closure (action/statement by teacher designed to bring lesson presentation to an
appropriate close)
After the students hand in the exit ticket, go over the answers with
them and review the steps on how to solve one step equations with
addition and subtraction.

References: https://lzlomek.wordpress.com/2012/10/10/activities-for-solvingequations/ and http://illuminations.nctm.org/activity.aspx?id=3531

Learning Experience Plan

Subject: Algebra

Grade level: 9

Unit: Solving Equations and Inequalities

25 minutes

Length of LEP: 1 day/1 period/

Topic: Solving for Equations using Multiplication and Division

Content Standards: Understand solving equations as a process of reasoning
and explain the reasoning. 1. Explain each step in solving a simple equation as
following from the equality of numbers asserted at the previous step, starting from
the assumption that the original equation has a solution. Construct a viable
argument to justify a solution method. 2. Solve simple rational and radical equations
in one variable, and give examples showing how extraneous solutions may arise.
Literacy Standards:
Learning Experience Outcomes
(knowledge/skills)

Students will use multiplication and

division in order to solve one variable
equations.

Differentiation
Approaching

Learning Experience Assessments

Do Now: Students will write the checklist
from yesterdays lesson on their own
white board, then use that to predict
what the checklist for todays lesson will
be.
Matching Equations Worksheet
Homework Worksheet with word
problems

(What will you do to meet the needs of students at these different levels?)

On-level

Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Through going over the vocabulary of the unit brings English Language Arts into
the lesson. This teaches students how to use the meaning of words to help them
solve equations. English is also incorporated into the homework worksheet. The
word problems allow students to use context clues to create the equations that
need to be solved in each problem.
Materials

Procedures/Strategies

Computer/

Day 2

Power Point Sponge Activity

Expo
markers
Pencil/Pen
Classwork
Worksheet
Day 2
Matching
Equations
Worksheet
Homework
Worksheet
Homework
Rubric

Individually, students will rewrite the checklist on how to solve an

equation using addition and subtraction. Then, they will edit it to how
they think the checklist would look for using multiplication and
division. Next, we will officially fill in the chart together on Power
Point.
Anticipatory Set
How do we solve equations using multiplication and division?
Activating Prior Knowledge
Students will use their knowledge from last lesson to make an
educated guess on how to solve equations using
multiplication/division instead of addition/subtraction.
Direct Instruction (input, modeling, check for understanding)
1. Go over the do now, and give the correct steps of how to solve
a one-variable equation using multiplication/division:
a. Identify the variable: 3x = 10.
b. Multiply or divide the number from both sides of the
equals sign. Do the opposite operation to both sides of
the equal sign to solve the problem:
(1/3)3x = (1/3)10
c. Get the variable by itself: x = 10/3
2. Input: Review the vocabulary of the unit from the previous
lesson plus a new word, including:

Constant: a number that is on its own

Variable: the quantity that may change; the symbol

Root(s): the answer of the equation

Coefficient: the number right next to the variable

Then, as a class we will label these terms in the equation 3x =

10.

Do examples of equations with multiplication as a class: 5x =

15 and -3a = 21.

3. Do examples of equations with division as a class: b/4 = 10

and n/6 = -4.
4. Go over how to check each equation by plugging the answer
back into the original equation. For example, 5x = 15, x=3, so
to check: 5x = 15, 5(3) = 15, 15 = 15.
Guided Practice (how students will demonstrate their grasp of new learning)
Matching Equations: Students will pick one partner to work with to
solve each equation on the left and match it to the correct answer on
the right. They must show all their work in their own notebook to
support what they did to get the right answers.
Independent Practice (what students will do to reinforce learning of the lesson)
For homework, students will complete a worksheet that is to be
handed in the next day before the beginning of class. The worksheet
shows the students how this lesson connects to the real world. It
contains 3 word problems that must be answered by showing all work
and a check to prove the answer is correct. Students will be assessed
using the FULL/PARTIAL credit rubric.
Closure (action/statement by teacher designed to bring lesson presentation to an
appropriate close)
At the end of the lesson, the whole class will review the steps for how
to solve one step equations using both addition/subtraction and
multiplication/division. They would then be asked to think what the
steps would be if an equation contained both addition/subtraction
and multiplication/division, to prepare for the next lesson.

References: http://www.mathworksheets4kids.com/equations/one-step/integersmulti-divi-4.pdf and https://www.quia.com/mc/540939.html

Learning Experience Plan

Subject: Algebra

Grade level: 9

Unit: Solving Equations and Inequalities

25 minutes

Length of LEP: 1 day/1 period/

Topic: Solving for Equations using Addition/Subtraction and Multiplication/Division

Content Standards: Understand solving equations as a process of reasoning
and explain the reasoning. 1. Explain each step in solving a simple equation as
following from the equality of numbers asserted at the previous step, starting from
the assumption that the original equation has a solution. Construct a viable
argument to justify a solution method. 2. Solve simple rational and radical equations
in one variable, and give examples showing how extraneous solutions may arise.
Literacy Standards:
Learning Experience Outcomes
(knowledge/skills)

Students will use addition, subtraction,

multiplication, and division in order to
solve one variable equations.

Differentiation
Approaching

Learning Experience Assessments

Do Now: Entry Ticket: solve -9g 45 =
-81 using prior knowledge
BINGO with Equations Game
Homework: Solving Equations Worksheet
Exit Ticket: State whether the given
answer to the problem is correct or not

(What will you do to meet the needs of students at these different levels?)

On-level

Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Through going over the vocabulary of the unit brings English Language Arts into
the lesson. This teaches students how to use the meaning of words to help them
solve equations. English is also incorporated into the exit ticket. Students are
asked to put their answer into words as to why or why not the given problem is
correct. This allows them to use their argumentative skills and skills of putting
math into words, which they obtained from English class.
Materials

Procedures/Strategies

Pencil/Pen

Day 3

Classwork
Worksheet
Day 3

Sponge Activity

Do Now:
Entry
Ticket

Students will be given an entry ticket with one equation on it (-9g

45 = -81), and they must use the past two lessons to try to solve for
the variable. We will go over this as a class to introduce equations
that involve more than one operation.

Anticipatory Set
BINGO with
How do we solve equations using that involve addition/subtraction
Equations
and multiplication/division?
Game
Boars
Activating Prior Knowledge
Exit Ticket

The Do Now incorporates both subtraction and multiplication in one

Homework: equation, allowing students to use what they have learned from the
last two lessons to solve for the variable.
Solving
Equations
Direct Instruction (input, modeling, check for understanding)
Worksheet
1. Go over the do now and ask students what they think should
be done first, second, and last in order to solve for the
variable.
2. Go over steps that we came up with during the Do Now for
solving equations that involved addition/subtraction and
multiplication/division:
a. Identify the variable: -9g 45 = -81.
b. Add or subtract the NUMBER from both sides of the
equals sign:
-9g 45 = -81
+45

+45

c. Multiply or divide the NUMBER ATTACHED TO THE

VARIABLE from both sides of the equals sign:
(-1/9)(-9g)= (-1/9)(-36)
d. Get the variable by itself: g = 4
3. Input: Briefly review the vocabulary of the unit from the
previous lessons, including:

4.

Constant: a number that is on its own

Variable: the quantity that may change; the symbol

Root(s): the answer of the equation

Coefficient: the number right next to the variable

Then, as a class we will label these terms in the equation 3x

+ 5 = 20.

Do examples of equations with multiplication as a

class: 7 + 3x = 8 and 2b + 18 = 36.

4. Do examples of equations with division as a class: a/4 10 =

10 and -5 + d/2 = 10.
5. Go over how to check each equation by plugging the answer
back into the original equation. For example, 7 + 3x = 8, x =
5, so 7 + 3x = 8, -7 + 3(5) = 8, -7 + 15 = 8, 8 = 8.
Guided Practice (how students will demonstrate their grasp of new learning)
BINGO with Equations: the teacher will give the students a series of
equations, and they must solve the equations to see if their BINGO
board has that answer on it. The equations that are pulled will be
displayed on the Smart Board. The first student to get BINGO on a
diagonal, horizontal, or vertical line and who has all the equations
solved correctly gets a free homework pass.
Independent Practice (what students will do to reinforce learning of the lesson)
For homework, students will complete a worksheet that is to be
handed in the next day before the beginning of class. The worksheet
titled Solving Equations asks students to solve for the unknown and
to check their work. Students will be assessed using the FULL/PARTIAL
credit rubric.
Closure (action/statement by teacher designed to bring lesson presentation to an
appropriate close)
The students will be given an exit slip, which contains one question
on it that asks them to explain why the answer the student gave is
correct or not. We will go over this slip as a class to review the steps
and procedure taken in order to solve equations with more than one
operation.

References:
file:///C:/Users/Amanda/Downloads/OneStepEquationsBingoGameFREE.pdf