Desmos Lesson Plan

Lesson Title: Expanding/Solving Linear Equations Grade: 8

Learning Targets:
- Students will be able to differentiate between simplifying and solving.
- Students will be able to simplify expressions using the distributive property and/or combining
like terms.
- Students will also be able to apply these skills for solving equations

Grade Level Guide: Content Standards

Content Curriculum Focal Points (ie: Common Core State Standards
NCTM, IRA,…)
Many focal points are met,
including:
- Recognize and generate
equivalent forms for simple
algebraic expressions and
solve linear equations
- Represent and analyze
mathematical situations and
structures using algebraic
symbols
- Analyze change in various
contexts
Interdisciplinary
Connections (if
applicable)
CCSS.MATH.CONTENT.8.EE.C.7
.B
Solve linear equations with rational
number coefficients, including
equations whose solutions require
expanding expressions using the
distributive property and collecting
like terms.

Academic Language: Students must be familiar with the following terms:

Equation, expression, simplify, solve, variable, integers, rational numbers, decimals, fractions,
(distribution).

Students’ Needs: Students need to be able to solve equations of the form ax + b = c. They also need to
know the how to simplify expressions and how simplifying differs from solving. It is assumed that
students remember how to distribute, but a reminder is provided in case. Students should also know how
to apply PEMDAS to simplifying expressions.

English Language Learners Special Needs (can be a

These students will receive
a handout explaining the
academic language.
group such as “struggling
readers” or individuals)
If any students have
reading difficulty, I will be
sure to assist them
individually (if I’m
available) or provide audio
clips where reading is
required.

Materials: Laptop cart, paper and pencil for scratch work, headphones.
 Language Function:
Explain why student 2 (or 1) is correct.
Analyze the difference between solving and simplifying in the context of algebraic expressions.
Analyze why the answer of student 1 is wrong and why the answer of student 2 is right.
Extend the distributive property of numbers to numbers and variables.
Generalize the process of combining like terms and distribution to all rational numbers.
Think about their thinking in order to understand what is hard to them or where they may make
a mistake.

Lesson Plan
Before: This lesson was created so that a student can start the lesson without much prior description.
Introduction is provided in the activity. However, ideally, we would review (if necessary) how to solve
simple equations.

During: Students should be engaged in the activity, which should not be hard since they will be
working on problems at their desk frequently and providing answers. They will be able to see when they
could be wrong based on the answers of the rest of the class. Unfortunately, many students may finish
early or late (depending on if they watch the video or how easily they can apply old topic to new
concepts). I would encourage the early students to go back and watch that video, or even provide them
with a hard algebraic equation to challenge them.

After: The last few screens of this lesson play an important role in culmination. The last question in the
last screen is meant to get students thinking about what differences they are seeing in the new problems
they’re dealing with and overall metacognition of how the students are solving these problems. I made
sure that the class can see everyone else’s answers for this question, to help them open their minds to all
of the possibilities of “messing up” or getting confused.

Assessment: I will be able to monitor student progress on Desmos as they work, including seeing their
answers. This will help me see where they’re struggling, and more specifically at what point they got
lost/when it got confusing for them.

Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Formative: the Students will be Students that are If students only missed two of the
questions that are answering questions behind will have questions, they showed a standard,
placed throughout throughout the the advantage of basic understanding. However, if they
the screens. activity, including seeing other missed more than that, they probably
giving an explanation students’ answers didn’t quite meet the learning
Summative: the of their answer, and they will be standards. I would look into their
question at the end, giving a formulaic able to edit their answer for the last question to get an
getting them to answer, or writing a answer after the understanding of their thought
think beyond one few sentences. fact. process/what is hard to them.
individual problem.
Resources: The online activity: https://student.desmos.com/?prepopulateCode=agkr3m