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Teacher:
Subject:
Grade:
Amanda D. Howell
_____7_________________
Step 1: Teacher and students talk about what they will learn and do
(Communication of Learning Intentions)
Content Area Standard
TAG Standard
Higher Order and Critical Thinking Skills:
1. The student responds to questions with supporting information that reflects in
depth knowledge of a topic.
2. The student conducts comparisons using criteria.
3. The student makes and evaluates decisions using criteria.
Summary/Overview
Students will use prior knowledge to compare /contrast algebraic equations and
inequalities. They will then synthesize the information and create mathematical
arguments on which form is represented by different word problems. In addition, students
will recognize and evaluate the different vocabulary terms that represent each type of
algebraic sentence. They will use this information to complete the performance task for
this unit (Dances, Dresses and Texts) as well as to correctly analyze and apply strategies
to solve unit assessment questions accurately.
Essential Question
How might I identify, construct, solve and defend which type of mathematical sentence is
being described in various word problems?
Step 2: How will you know when they have gotten it? ( Communication of
Success Criteria)
At the end of this lesson the student will understand that:
a. There are various forms of mathematical sentences expressions, equations and
inequalities.
b. All forms may be represented in word problems. The key to determining which
form to use lies in understanding vocabulary and key terms for each.
c. Equations and Inequalities can be solved for a solution/solution set. Expressions
may only be evaluated if the value for each variable is given.
d. Inequalities and Equations are solved following the same method EXCEPT if the
coefficient in an inequality is a negative number, you must flip the inequality
symbol.
What students should know:
a. The algorithm for solving two-step equations and inequalities.
b. How to graph solutions to inequalities ad equations on a number line.
c. How to evaluate an expression - accurately using rules for operations with signed
numbers and order of operations.
What students should be able to do:
a.
Conducts comparisons of the three representations.
b.
Identify and locate key words and vocabulary terms in various word problems
to construct and solve expressions, equations and inequalities.
c. Evaluate previous comparisons made and apply this knowledge to defend and
justify why a word problem should be translated into an equation, expression or
inequality.
Step 3: Get the students interested (Build Commitment and Engagement)
Students will be divided into groups of four. At each table, TOP SECRET! Mission
envelopes will be placed. There will be one for the GROUP and inside that envelope an
activity for each GROUP MEMBER. (The theme song to Mission: Impossible will be
playing in the background.) The teacher will explain that students are off on another
top secret mission (My students have completed other centers in the past with the
same theme). The teacher will instruct the students to choose a Mission Leader and
circle that name on the GROUP ENVELOPE. The teacher will remind mission leaders
that they are responsible for keeping their recruits in check and on task. They must
make sure everyone is completing the mission to the best of their abilities, plus keep
an eye on the time and transition as asked by Headquarters (the teacher). In
addition, only mission leaders may communicate with HQ.
Releasing students to do
CLOSING
WORK
the work
PERIOD
The teacher will instruct mission leaders to open the envelope and all recruits to read
along with headquarters about todays assignment. Each group member has an
envelope labeled with one of the two types of mathematical sentences - EQUATION or
INEQUALITY. Individually, each member must open their envelope and answer/solve
the questions. Students will then compare answers with the other member in the
group who had the same type of envelope. Together they will complete their portion
of the EQUATIONS & INEQUALITIES graphic organizer. Students will have
approximately 20 minutes to complete this part of the activity.
Students will then be instructed to discuss with their group the type of word problems
they completed and share information from their section of the graphic organizer.
After discussion, the group will compile and summarize the similarities and differences
for each type of a mathematical sentence into a graphic organizer. The teacher will
monitor and ask leading questions if students do not understand how to complete the
final graphic organizer.
Once all groups have completed this part of the mission (or after 15 minutes have
passed), headquarters will call for an ALL RECRUIT de-briefing. The teacher (HQ) will
complete
a large
graphic
the board from student information. The
Step
6: Make
sure
they organizer
can do iton(Summary)
Ticket-out-The-Door:
Based on your venn diagram, what would you list as the biggest difference between
equations and inequalities?
Create two real-world examples that would represent both an inequality and an
equation?
In your opinion, which of the two types (equation or inequality) will you use most
often in your life? Why?
Resource(s)
Technology:
1:
2:
3:
3:
4:
Your missions today are top secret and to be completed only with the help of your team. If you
are caught communicating with other mission recruit teams, it will be assumed that you are a
traitor and all rights and privileges will be revoked. (Meaning you go rogue and must work
alone.) Follow the MISSION RULES & PROCEDURES at all times.
Upon TEAM completion of a mission, the team leader MUST get clearance from MISSION
CONTROL before starting a new mission. Your missions are listed below.
MISSION #1 - Distribute EQUATIONS and INEQUALITY envelopes to your team. Each team
member must individually complete the questions and graphic organizer they have been given.
MISSION #2 - When both members on Team Equation and Team Inequality have completed their
individual mission, they must de-brief with each other and share answers/information on the
graphic organizer. Team members should engage in meaningful conversation and not just
show answers to each other.
MISSION #3 - All team members will de-brief and share information. All team members will
complete a compare and contrast equations versus inequalities organizer.
MISSION #4 Team members will discuss the summarizing questions and answer them as a
team.
MISSION #5 THINK-TAC-TOE Challenge. Group members may individually select items, but may
assist and ask for help from other group members as needed.
MISSION #6 If your team is in need of additional missions, visit HQ with all completed
missions.
If you are caught communicating with a rival recruit team your rights and privileges will be
revoked.
o You will become a rogue agent and be banished to work alone.
INEQUALITIES
MISSION: TOP
SECRET
For the inequality below, list the coefficient(s), constant(s), and variable(s).
-3x + 24 > 7
Coefficient(s): ___________ Variable(s):_______________ Constant(s):________________
Find and write the definition of an inequality:
_________________________________________________________________________________
_________________________________________________________________________________
Translate and solve the inequalities on the next sheet. When done, complete the organizer
below by listing the traits and characteristics all two-step inequalities have in common.
Parts of an inequality:
Solution meaning/graph:
Other Similarities:
Steps to solve:
41.
EQUATIONS
MISSION: TOP
SECRET
42.For the equation below, list the coefficient(s), constant(s), and variable(s).
43.-3x + 24 = 7
44.Coefficient(s): ___________ Variable(s):_______________ Constant(s):________________
45.Find and write the definition of an equation:
46._________________________________________________________________________________
47._________________________________________________________________________________
48.Translate and solve the equations on the next sheet. When done, complete the organizer
below by listing the traits and characteristics all two-step equations have in common.
49.
50.
Parts of an equation:
Solution meaning/graph:
Other Similarities:
Steps to solve:
5.
24.
a. Explain what the solution to
your equation means.
25.
26.
6.
27.
8.
28.
29.
11.
32.
a. Solve the equation.
12.
13.
14.
15.
30.
31.
33.
34.
35.
36.
37.
16.
a. Graph the solution on a number
line.
17.
18.
19.
38.
39.
40.
41.
Mission: Enrichment
42.
43.
44.
45.
I have a budget of no more than $500 to spend on my daughters birthday
party. It costs $125 to rent jumpy houses and ponies and $15 per person. What is
the maximum number of kids I can invite? Write and solve an inequality.
46.
47.
48.
49.
Now, think about your solution set. Does it include negative numbers? Is it
possible to invite less than zero kids to a party? How could you write a compound
inequality that shows both the minimum and maximum amount of kids you can
invite to the party?
50.
51.
50
55.
I have to maintain a balance of at least $50 in my checking account. I have a
$125 balance currently. Every time I buy a cup of coffee they deduct $5 from my
account. How many cups of coffee can I buy without going below a $50 balance?
56.
1.
-2x + 10 = 0
57.
58.
2.
45 + .25x < 50
59.
60.
3.
61.
62.
63.
175 + 5x
500
64.
65.
66.
Writing/Sol
ving Equations
67.
(MCC.7.EE.
1)
68.Write a word
problem that you
can use to write a
two-step equation.
Define the variable
and solve the
equation. Explain
the solution to the
problem in a
complete sentence.
69.
70.Show how you
check your work.
71.
72.
(MCC.7.EE.
4)
73.
90.
Open or
Closed?
91.
92.When graphing
inequalities on a
number line, we
use different types
of circles to
symbolize the
different types of
inequalities.
Explain which
circles are used for
which types, and
give reasons why
you think each
type of circle is
used.
93.
94.
(MCC.7.EE.
3)
95.
Illustrate
Equivalent
Equations/Expres
sions
75.
76.Create an
illustration that
gives three
examples of
equivalent
expressions. Be
sure to include a
theme and show
that all expressions
would equal the
same amount.
77.
78.
79.
80.
81.
(MCC.7.EE.
1)
82.
96.
Solving
Equations
97.
98.Get a riddle
worksheet and
solve 10 equations.
Show all of your
work and check for
your answers at
the top.
99.
100.
101.
102.
103.
104.
105.
106.
(MCC.7.EE.
3)
83.
Writing/Sol
ving Inequalities
84.
85.Write a word
problem that you
can use to write a
two-step inequality.
Define the variable,
solve the inequality
and graph the
solution. Explain
the solution to the
problem in a
complete sentence
and give three
possible solutions
to the problem.
86.
87.Evaluate the
inequality for each
solution and prove
you are correct.
88.
(MCC.7.EE.
4)
89.
107.
Simplifying
Expressions
108.
109.
Write three
expressions that
can be simplified.
At least one should
use the distributive
property. Choose
one of them to
identify the
following
vocabulary:
110.
111.
Coefficient
112.
Constant
113.
Like Terms
114.
115.
(MCC.7.EE.
1)
116.
Equivalent
Expressions
117.
118.
Write three
different
expressions that
could be used to
find the perimeter
of the rectangle
below. Use each to
solve for x if the
perimeter of the
rectangle is 42.
119.
120.
(MCC.7.EE.
1)
121.
3x
134.
135.
136.
2x + 1
122.
Create a
poem, rap, song
or short story
123.
124.
Create a
poem, rap, song or
short story about
solving equations
and/or inequalities
or the properties of
equations/inequalit
ies.
125.
126.
(MCC.7.EE.
4)
127.
128.
Solving
Inequalities
129.
130.
Get a riddle
worksheet and
solve 15
inequalities. Show
all of your work
and check for your
answers at the top.
131.
132.
(MCC.7.EE.
3)
133.
137.
Think-Tac-Toe Riddles
138.
139.
140. Mission Possible:
Rubric
141.
142.
153.
Equatio
ns/Inequaliti
es graphic
Organizer
154.
Graphic
organizer is
incomplete.
Information
presented is
not accurate.
35
pts
146.
Proficie
nt
151.
Most
sample
problems are
completed
with all
necessary
work shown.
(Did not
answer or did
not show work
on two or
fewer
questions.) No
more than
three errors in
calculation.
One to two
errors in
algorithm.
155.
All parts
of the graphic
organizer are
complete with
accurate
information.
157.
Compar
e & Contrast
Graphic
Organizer
158.
Graphic
organizer is
incomplete.
Information
159.
All parts
of the graphic
organizer are
complete with
149.
Equatio
ns/Inequaliti
es Practice
143.
02
points
144.
Needs
Improvement
150.
Did not
answer or
show work for
more than two
questions.
Multiple errors
in calculations.
Algorithm not
followed.
145.
147.
68
pts
148.
Exempl
ary
152.
All
sample
problems are
completed
with all
necessary
work shown.
Two or fewer
errors in
calculation.
No errors in
algorithm.
156.
All parts
of the graphic
organizer are
complete with
accurate and
substantial
information.
Student goes
above and
beyond the
similarity
categories
listed on the
organizer.
160.
All parts
of the graphic
organizer are
complete with
presented is
not accurate.
161.
ThinkTac-Toe
Assignments
(x3)
165.
166.
Total
Score:
170.
171.
162.
Student
completes less
than three
activities.
Work is messy
with multiple
calculation or
algorithm
errors. Shows
limited
understanding
of the content
standards.
167.
accurate
information.
163.
Student
completes
three activities
of different
standards.
Work is
somewhat
neat, with
fewer than
three errors in
calculations or
algorithms.
Shows an
adequate
understanding
of the content
standards.
168.
accurate and
substantial
information.
Student goes
above and
beyond the
similarity
categories
listed on the
organizer.
164.
Student
completes
three activities
of different
standards.
Work is neat,
no errors in
calculations or
algorithms.
Student shows
a deep
understanding
of the content
standards.
169.