Teacher: Mallon

Subject: Algebra I

Grade Level/ Number of Students: 9, 25 - 30

Standard# Descriptor and Source: CA Common Core A-REI 1, 3

Objective: Read and comprehend pp. 164 – 173 use DR-TA (modified) –
regarding how to solve algebraic equations. Practice application afterward to
demonstrate comprehension.

Materials Needed: Algebra I text (Saylor, Algebra I), pp 164-173 (attached,

Appendix A).

Language: English (see end of plan for ELL component)

Components:
Step Who? What? Comment?
Motivation Teacher 1) Imagine you are all grown up with a great 1st demo. of
(anticipatory job (partially due to this class) and you common
set, some want to rent a nice apartment. If you live core A-REI
review + with the love of your life and each make 1,3
background $4000 / month and if your expenses other Before Read
knowledge): than rent total $5000 / month (including Activity
student loan payments, taxes, etc), what is Introduce
the most expensive apartment you can the idea.
afford? Scaffold the
2) Total Expenses = Income reading
3) 𝑅 + 𝐸 = 2 ∗ 4000 E = Expenses
other than rent = $5000
4) 𝑅 = 2 ∗ 4000 − 𝐸
5) 𝑅 = $3000/𝑚𝑜𝑛𝑡ℎ
In other words, knowing this allows you to
budget your money.
Purpose Teacher/ Today we will read the text to understand and Possible
(more review Class comprehend the heart of Algebra – how to solve student
+ an equation. And we are going to learn and use responses in
background a reading strategy. parenthesis
knowledge): First, we will do some review and develop a
foundation.
Then, we will start solving equations.

Modeling Teacher / Before we read, let’s scan the text from 164-8. Before
Class Do first page myself, and then ask individual Reading
students to scan each page aloud. Activity
 What headings and keywords do you see? Write Model
on board. scanning the
(Checking your answer, properties) text.
What do you think this is good for?
(basics of manipulating equations)
Let’s read (remember to take notes).
Start Student Read pp 164 – 168 while taking notes. Allot ~6- During
reading (1): 10 minutes Reading
Activity
Discuss: Class What did you learn (does this match your After
expectation)? Expected answers are properties Reading
of equality and perhaps “symmetric” property Activity
also adding/subtracting to move constants from
one side of an equation to another
Modeling Teacher / For next section, we are going to learn how to Before
(2): Class solve algebraic equations. First, let’s scan by Reading
yourself pp 168-73. Allow 1 minute. What Activity
headings and keywords do you see? (isolating Practice
variables, reciprocals) previously
What is a reciprocal? (inverse of a number) learned
What are these techniques good for? strategy.
(solving equations)
What else?
??
Let’s read (remember to take notes).
Start Student Read pp 168 – 173 while taking notes. Allot ~8- During
reading (2): 12 minutes Reading
Activity
Discuss: Class What did you learn? Expected answer is After
removing coefficient in front of variable. Reading
Did you learn anything else? Activity
How close were your expectations prereading to
postreading?
Do you think scanning text prior to reading
helps?
Modeling Teacher/ Revisit Motivation Problem from Beginning 2nd demo. of
Class 1) Imagine you are all grown up with a common
great job (partially due to this class) and core A-REI
you want to rent a nice apartment. If you 1,3
live with the love of your life and each
make $4000 / month. If your expenses
other than rent total $5000 / month
(including student loan payments taxes,
etc), what is the most expensive
apartment you can afford?
2) Expenses = Income
Work through this problem with class.
 Independent/ Students 𝟑𝒙 + 𝟕 = 𝟏𝟑 Teacher to
Group Work in Groups 𝟏 circulate.
𝒙+𝟐 =𝟑
𝟔
𝟒−𝒚=𝟔
Solve for variable in each equation.
Should take 15 minutes.
Summation Teacher/ What did we learn about how to read this kind of Summarize
Class text? literary
Did the reading style make the material easier to skills
understand? learning +
Could you do this in other classes? Algebra
Ask for content questions. Lesson
Solve each problem with heavy input from class. Ask class to
Ask class to summarize (write out) what they do exit ticket
learned regarding how to read + include solution
to one math problem. Exit ticket, sample work
on last page.
Will probably take 10-15 minutes.

Formative Assessment: after each reading + while the students are working in groups.
Summative Assessment: examine exit ticket work. (Will be obvious if they were working
independently or just copied material off the board or their classmates.)

ELL accommodation:
1) Use online other language (e.g. Spanish) textbooks with Chromebooks.
2) Write page numbers on board so students can follow.
3) Attempt to assign groups so all ELLs are in a group with a bilingual if possible.
Appendix A: Pages of Reading
Sample Student Work:

I learned that by scanning the reading I can develop a mental idea of what I might be
about to learn. That way as I look at each part it makes better sense.

Then one of the three problems below:

𝟑𝒙 + 𝟕 = 𝟏𝟑

𝟑𝒙 + 𝟕 − 𝟕 = 𝟏𝟑 − 𝟕

𝟑𝒙 = 𝟔

𝟏 𝟏
∗ 𝟑𝒙 = ∗ 𝟔
𝟑 𝟑
𝒙=𝟐

𝟏
𝒙+𝟐=𝟑
𝟔
𝟏
𝒙+𝟐−𝟐=𝟑−𝟐
𝟔
𝟏
𝒙=𝟏
𝟔
𝟏
𝟔∗ 𝒙=𝟔∗𝟏
𝟔
𝒙=𝟔

𝟒−𝒚=𝟔
(−𝟒) + 𝟒 − 𝒚 = (−𝟒) + 𝟔
𝟎−𝒚=𝟐
(−𝒚) ∗ −𝟏 = 𝟐 ∗ −𝟏
𝒚 = −𝟐