Cassandra Rubino

Learning Experience Plan

Subject: Mathematics Grade level: 7
Unit: Expressions and Equations Length of LEP (day/period/minute):1 day
Topic: Solving Equations With One Variable
Content Standards: (include only standards addressed in this LEP)
Use properties of operations to generate equivalent expressions.
7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear
expressions with rational coefficients.
7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can
shed light on the problem and how the quantities in it are related.
Solve real-life and mathematical problems using numerical and algebraic equations.
7.EE.B.3 Solve multi-step real-life and mathematical problems with rational numbers in any
form. Apply properties of operations to calculate with numbers in any form.
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and
construct simple equations to solve problems by reasoning about quantities.
Literacy Standards: (include only standards addressed in this LEP)
Speaking and Listening (grade 7): 1.Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and
issues, building on others ideas and expressing their own clearly.
Language (grade 7): 5.Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings. 6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Reading (grade 6-8): 4. Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 68 texts and topics.
Writing (grade 6-8): 2. Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.
Learning Experience Outcomes Learning Experience Assessments
(knowledge/skills)
Students will: -Admit Ticket (Solving Equations Song Lyrics)
-Solve two step equations with a single
variable using the inverse operations of -Solving Equations Jeopardy Game
addition, subtraction, division and (kinesthetic activity)
multiplication to isolate the variable in order to
understand that equations must be balanced -Exit ticket (Cathys Trip Word Problem)
on both sides.
-HW Worksheet (Word Problems)
-Apply their knowledge of number sentences
(equations) with a missing value (variable) in
order to understand how they are used to find
solutions for mathematical problems or real
life situations.

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

Approaching On-level Beyond

Students with disabilities or
special needs who require
additional support:
Kinesthetic learners -
Interactive physical activities
such as Solving Equations
Jeopardy Game
Auditory learners-
-Singing song lyrics
ELL and Visual learners -
-Visual models
-Advance organizers
Graphic organizer to highlight
important information
-Concrete representations
-Pictograph drawings with
symbols and pictures
-Worksheets with examples
-Choice of creating a poster
or project based activity
instead of written exam
- Partner or group work
collaboration
-Videos or audio tapes
-Guided notes
Note Taking Strategies:
-Teacher prepared notes
-Informal outline & web
-Combination notes with
outline & pictures or graphics
Students who are meeting
standards:
- Extra credit to encourage
them to reach the next level
-Project based activities
-Different level worksheets
-Mixed ability grouping will
provide collaborative learning
and peer support to
accommodate all levels
-After school review for all
students who want to
improve their performance
-Reflection journal including
writing, diagrams, sketches,
and other forms of
expressing understanding
Students who exceed the
standards:
-Difficult, higher level
worksheets and problems
-Encouragement to further
explore the topic of equations
-Challenge to research
situations or careers that
involve solving equations
-Use online math websites to
create class material
-Use Geogebra graphing
calculator to create and graph
their own equations
https://www.geogebra.org

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Equations are used to solve problems in science courses, especially physics. For example,
the formula for density is mass divided by volume (D=M/V).
Materials Procedures/Strategies

White board Day 4 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of
Markers the concept to be learned)
Each student receives an Admit Ticket as they enter the classroom.
Glossary ADMIT TICKET: Solving Equations Song Lyrics (attached)
Students sing the song together as a class to activate their prior knowledge
Class of inverse operations and balancing equations. (activity for auditory learners)
Examples
Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
Guided Recall from the previous lessons:
Notes How are equations applied in the real world to solve problems?
Numbers & letters are used in equations to represent & solve real life problems
Solving Why do we need to know how to solve equations?
Equations (These skills can be used to help with situations students face every day.)
Song Lyrics How do we solve or balance equations?
(Use inverse operations to isolate the variable in an equation)
Class discussion: Teacher and students recap their discussion from yesterday
on solving equations to emphasize the concepts. Teacher asks students to
think about the ways to solve equations.

Activating Prior Knowledge (what information will be shared with/among students to connect to
prior knowledge/experience)
In order to activate their prior knowledge, students will make predictions and
KWL charts using the following questions as a guideline:
Why is an equation like a balance scale?
Where do I want to get the variable? What operation do I use?
Which operation should I do first in a two-step equation?
Example: KWL Chart
What do I Know?
-An equation is a scale is a metaphor comparing a scale and an equation.
To be balanced, they both must be equal on each side.
-How to solve one step equations with a single variable using inverse
operations of addition, subtraction, division, multiplication to isolate the
variable.
What do I Want to Know?
-How to solve multi step equations and equations with more than one variable.
What did I Learn?
-How to solve two step equations with a single variable using inverse
operations of addition, subtraction, division, multiplication to isolate the
variable.
Advance Organizer Option: (attached)
Students have a choice to use an advance organizer to activate their prior
knowledge of inverse operations and balancing equations. Students write,
draw, or sketch everything they already know. Visual learners may use a
descriptive organizer to highlight important information. To accommodate for
diverse needs, a graphic organizer with main ideas filled in will be provided to
help students organize and add information related to vocabulary or facts
about solving equations.

Direct Instruction (input, modeling, check for understanding)

Step #1: Discuss the methods students have already learned for solving one
step equations (inverse operations of addition, subtraction, division and
multiplication). Share with the class that today they will learn how to solve two
step equations. Give students hints to preview the new topic they will learn.
Tell the class they will use skills they already learned, but they will also learn
new information. For example, two step equations are similar to one step
equations since both require using inverse operations. However, in two step
equations the inverse operations must be done in specific order. Allow
students to discuss what they already know about solving one step equations
and to predict how they will use this knowledge to solve two step equations.
Step #2: Explain the steps: Remember an equation is a balance scale. To
keep it balanced, whatever you do must be done to both sides of the equal
sign. To find the value of the variable, we need to isolate the variable to one
side of the equation. To balance an equation, we use inverse operations which
undo or cancel each other. First simplify using inverse operations of addition
or subtraction to cancel out terms. We undo addition or subtraction by adding
the opposite number (additive inverse). Then simplify using inverse operations
of multiplication or division to cancel out terms (multiplicative inverse or
reciprocal). When variable is completely isolated, you have solved the
equation.
Demonstrate how to solve the following example of a two step equation with a
single variable using inverse operations to isolate the variable. Instruct
students to write the example in their notebooks.
3x - 6 = 24 check: 3(10) - 6 = 24
+6 +6 30 - 6 = 24
3x = 30 24 = 24
3 3
x = 10
Step #3: Involve the students by allowing them to state the steps and asking
them to help you and guide you through another example in order to check if
they understand what you have done so far.
10x + 20 =100 check: 10(8) + 20 =100
- 20 -20 80 + 20 =100
10x = 80 100 =100
10 10
x=8
Step #4: Encourage students to ask questions. If students successfully
understood the new concepts, provide them with the formative assessment
(Solving Equations Jeopardy Game) to work on problems and practice what
they have just learned. Allow them to work together in groups for collaborative
and successful progress.

Guided Practice (how students will demonstrate their grasp of new learning)
Solving Equations Jeopardy Game (kinesthetic activity)
1. Students divide into two groups to play the game.
2. Teacher writes equations on the whiteboard.
3. Students solve the equations as a group.
4. First group to solve equation sends a person to write answer on the board.
5. If answer is not correct, other team has an opportunity to answer correctly.
6. The team with the most points at the end of class wins and gets extra credit
bonus points on the next test.
Solving Equations Jeopardy Game - Equations and solutions
5x - 2 = 33 answer: 7
8x - 4 = 52 answer: 7
9x - 3 = 15 answer: 2
6x - 5 = 49 answer: 9
5x + 6 = 46 answer: 8
4x - 8 = 36 answer: 11
Peer editing / tutoring: Students exchange their work with another group and
discuss how they balanced equations in order to solve for the variable. They
will compare their work to the work done by the other group and comment on
similarities and differences. Students will work cooperatively to ensure all
groups understand the process involved in finding the correct solutions.

Independent Practice (what students will do to reinforce learning of the lesson)

For homework, students will independently complete a HW worksheet
(formative assessment) to reinforce concepts learned in class, which will be
reviewed the next day to ensure their understanding and prepare them for the
test. Students will use the OneNote App to create a reflection journal which
will include writing, diagrams, sketches, and any other forms they choose to
show their understanding of concepts learned in class. OneNote is a digital
notebook that allows students to take notes, draw, search and clip from the
web. http://www.onenote.com/
 Homework Worksheet
Solving two step equations with more than one operation:
-Simplify using inverse of addition or subtraction.
-Simplify further by using inverse of multiplication or division.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Ask students if they have any questions or concerns regarding classwork or
homework. H and out an Exit Ticket (formative assessment) to each student to
complete independently before they leave the classroom.
EXIT TICKET: Cathys Trip Word Problem
Cathy went on a trip with her friend. The trip cost a total of $80. Included in that
price is $50 for a plane ticket and the cost of 2 luggage bags. Each of the
luggage bags cost the same price. Write an equation representing the cost of
the trip and determine the price of one luggage bag. Explain your answer.
Check your answer and show all work. You may use your notes as a guide.
Explanation: Cathy spent $80 total. She spent $50 on the plane ticket and the
rest on 2 luggage bags. The luggage had an equal cost.
The equation is: x + x + 50 = 80 check: 2(15) + 50 = 80
2x + 50 = 80 30 + 50 = 80
-50 -50 80 = 80
2x = 30
x = 30/2
x = 15 The price of one luggage bag is $15.00
References: (e.g. Book, course packet, pg #, complete web address URL)
https://www.engageny.org/common-core-curriculum
http://www.math.com/students/homeworkhelp.html#algebra
https://www.chilimath.com/algebra.html
http://www.teach-nology.com/worksheets/math/
http://www.mathworksheetsland.com/topics/algebra/2step.html
http://www.mathworksheetsland.com/algebra/22explain.html
http://www.mathworksheetsland.com/7/19eqword.html
 Glossary

Additive inverse - The additive inverse of any number x is the number that gives zero when
added to x. The additive inverse of 5 is -5.

Equation - A mathematical statement that says two expressions have the same value; any
number sentence with an =. A number sentence i s a statement of equality between two
numerical expressions.

Equivalent equations - Two equations whose solutions are the same.

Inverse - Opposite. -5 is the additive inverse of 5, because their sum is zero. 1/3 is the
multiplicative inverse of 3, because their product is 1.

Inverse operations - Two operations that have the opposite effect, such as addition and
subtraction.

Multiplicative inverse - The reciprocal of a number.

Operation - Addition, subtraction, multiplication, and division are the basic arithmetic
operations.

Opposites - Two numbers that lie the same distance from 0 on the number line but in opposite
directions.

Solution - The value of a variable that makes an equation true.

To solve an equation means to find a value for the variable that makes the equation true.

Variable - A letter used to represent a number value in an expression or an equation.

 SolvingEquationsSong
Tune: If Youre Happy and You Know It

Ifyouwanttosolveequations,hereishow.
Readthemwiththeiroperations,doitnow.
ThenUNDOthemeverytime
Bydirectionsinthisrhyme.
DOTHEOPPOSITE.Thatswhattherulesallow.

IfyoureadMINUS,thentosolvethemyoumust
ADD.
IfyousayPLUSyoumustSUBTRACToryoullbesad.
Multiplywillgetundone
ByDIVIDINGeveryone.
AnddividegetsMULTIPLIED,oranswersbad.

Oh,equationsmuststaybalancedtobetrue.
WHATYOUDOTOONESIDEYOUMUSTDOTO
TWO.
Andtosolvefortheunknown
Youmustgetitallalone
Usingeverysingletrickyouknowtodo.
Descriptive Organizer
Guided Notes
 Guided Notes

Concrete Representation (Manipulatives)