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Digital Unit Plan Template

Unit Title: Solving Linear Equations in One Variable Name: DONNA CENAN
Content Area: MATH Grade Level: 8
CA Content Standard(s)/Common Core Standard(s):

 8.EE.7 Solve linear equations in one variable

 8.EE.7a Give examples of linear equations in one variable with one solution, infinitely 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).

 8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding

expressions using the distributive property and collecting like terms.

Big Ideas/Unit Goals:
My goal in this unit is for our students to be able to reach the higher cognitive abilities in accordance with Bloom’s Taxonomy. We
will have them accomplish this by offering them different types of instruction from group work, critical thinking, manipulatives,
technology, and presentations.
1. Students will learn how to represent and solve equations with the variable on both sides
2. Students will learn how to solve equations with rational number coefficients and constants.
3. Students will learn how to use the Distributive Property to solve equations.
4. Students will learn how to give examples of equations with a given number of solutions.

Unit Summary:

Assessment Plan:
Entry-Level: Formative: Summative:

Lesson 1 (Teacher Lecture)- Equations with a variable on both sides

Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): 1. I will introduce the use of algebra tiles, which is an excellent way to teach solving
1. Using algebraic Students will be able to linear equations. By drawing representations of the tiles, students will make
tile, students will balance equations, by connections between the concrete and the abstract. I will encourage students to use
be able to create adding or subtracting different colored pencils, so they could differentiate positive units from negative units
algebraic tiles to make and will know when they need “to balance” the equation. Students could visualize
“zero pairs” with
zero pairs.
100% accuracy. better and will know when to add or subtract to make “zero pairs.” Learning objectives
Students will use terms
such as balance, isolate,
for students include being able to solve equations with the variable on both sides by
2. Working in pairs, variable, zero pairs balancing the equation with the aid of algebra tiles. I will encourage students to use
students will be when explaining their mathematical key terms such as balance, isolate, variable, and zero pairs .
able to add or steps.
remove blocks 2. I will use “hanging socks” and “hanging blocks” to represent and solve an equation
from a hanger, and with the variable on both sides. Students already modeled this with the use of algebra
keep the hanger tiles and today it would be best for them to “see it” in another way. As a learning goal,
balanced. students need to figure it out unknown weights on balanced hangers. They need to be
able to represent balanced hangers with equations, add or remove blocks from a
3. While working in a hanger, and keep the hanger balanced. The students will work in pairs, sharing their
small group, ideas. At the end of the class we will have a class discussion
students will be
able to solve an
equation using
algebra tiles.
Lesson 2 (Webercise/ iPad Lesson)- Solving equations that involves fractions
Student Learning Objective: Acceptable Evidence: Lesson Activities:
The evidence that The purpose of this lesson is to present yet another way to model linear equations
students demonstrate and demonstrate what identities and contradictions look like using manipulatives. You will
mastery of the content see students engaged in creating equations and solving equations that their peers created.
or perform the Students will also complete a Kahoot review game for the lesson’s closing activity. The
expected skills will teacher will monitor student progress by checking on individual students and reteach
include screenshots of concepts as necessary.
student engagement
with digital algebra
tiles and high scores
on the Kahoot review

Lesson 3 (Graphic Organizer) Solving word problems using equations

Student Learning Objective: Acceptable Evidence: Lesson Activities:
This lesson will involve students working in groups to create a real-world problem,
given an equation. The students will get into groups of 4-5 prechosen by the teacher and
will be given cards with directions on them. Each group will be given two cards, each with
one instruction. One card will have the equation on it. Each group will have different
equations involving either fractions or decimals. Another card will say what kind of units
they will use (ex: money, distance, time, area, volume, weight). After the group has come
up with the equation, they will solve it themselves, then tell the problem to the other
groups. Each student will be responsible for a task: note taker/equation writer (responsible
for writing the equation given everyone’s ideas), problem solver (responsible for proving
how to solve their equation with 2 different techniques), problem sharer (responsible for
sharing the problem with the other groups), and 2nd problem solver (responsible for writing
a problem from another group and solving it). During this activity, I will be roaming the
class, assessing the students and asking them to explain their processes. In this lesson, I will
be more of a facilitator, not an instructor. Students should be able to create a real-world
problem given an equation and explain how to solve it
Unit Resources:

Useful Websites: