Sandy Trinidad

Subject: Math
Level: 7
Unit: Solving Linear Equations
60 Minutes

Math-Grade 7
Solving Linear Equations Unit
Grade
Day/Period:

Topic: Solving Two-Step Equations

Content/Literacy Standards:
Learning Standards for Mathematics

7.EE.3. Solve multi-step real-life and mathematical problems posed

with positive and negative rational numbers in any form (whole
numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert
between forms as appropriate; and assess the reasonableness of
answers using mental computation and estimation strategies.
7.EE.4A. Use variables to represent quantities in a real-world or
mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
A. Solve word problems leading to equations of the form px+q=r
and p(x+q)=r, where p, q, and r are specific rational numbers.
Solve equations of these forms fluently. Compare an algebraic
solution to an arithmetic solution, identifying the sequence of the
operations used in each approach.
Reading Standards for Literacy in Science and Technical Subjects 6
12

4. Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6 8 texts and topics.
7. Integrate quantitative or technical information expressed in words
in a text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).

Sandy Trinidad

Math-Grade 7
Solving Linear Equations Unit

Learning Experience Outcomes

Students will:
List and apply the steps for
solving two-step algebraic
equations.

Learning Experience Assessments

Two-Step Equation Worksheet- Apply

Creating word problem or Number riddleApply

Differentiation
Approaching
Students who are
approaching will not be able
to list all the steps of solving
a two-step equation. They
will not be able to apply them
either. They will be able to
apply the steps after guided
and independent practice.
Also when completing the
guided practice approaching
students will be paired with
on-level students as well as
beyond students so that they
can help the approaching
students reach understanding
and possibly share their
strategies and point of view.
ESL
ESL students will find it
difficult to create their own
word problem. They can
create a number riddle
instead. Teachers can
encourage students to write
the riddle in their native
language. The teacher or
even other students who
speak the same language
can then help students
translate them into English
during the peer review
session of the next class.

On-level
Students who are on level will
be able to list all the steps of
solving a two-step equation.
They will have difficulties
applying the steps to word
problems, but will be able to
do so after working with a
partner to peer review their
independent practice problem.
These students will be paired
up with approaching students
and will help them gain
understanding.

Multiple Intelligence
If computers are available,
teachers can allow students
that are more kinesthetic to
play two-step equations game
found in the link provided
during guided practice instead
of a worksheet. Interpersonal
students can play two-player
games.

Curriculum Integration
Materials/Resources

Procedures/Strategies

Beyond
Beyond level students will be able
to list all the steps of solving a
two-step equation and apply them
to real life situations or word
problems. They will be able to aid
the approaching students in
reaching understanding also. If
these students find the work too
easy, they can begin reading on
solving simultaneous system of
equations.

Sandy Trinidad

Math-Grade 7
Solving Linear Equations Unit
What makes shapes different? (3-4 minutes) (activity that will be done as
students enter the room to get them into the mindset of the concept to be
learned)
DO NOW (on blackboard): Solve the following one step equation:
x+2=8. Make sure you show that you checked your answer.

As students write silently in their journals, walk around the classroom

1) to monitor their progress and 2) to check completion of previous
nights homework.

After 3-4 minutes of silent journaling, call on students to share

answers aloud with class.

Anticipatory Set (4-5 minutes) (focus question/s that will be used to get
students thinking about the days lesson)
QUESTION: Have you ever solved or seen an equation that required
more than one step to solve? If so, write the equation down in your
notes.
Activating Prior Knowledge (4-5 minutes) (what information will be shared
with/among students to connect to prior knowledge/experience)
Students prior knowledge will first be activated through questions
that the teacher will ask.

First, teacher will remind students of the form of a one-step equation.

For example, last class we learned how to solve one-step equations of
the form X+A=B.

Then, teacher will tell students that today they will learn how to solve
a two-step equation, but the students will first infer what the form of a
two-step equation is. Teacher should say: Looking at the one-step
equation in our do-now x+2=8, what do you think is the form of a
two-step equation?

Ask students to discuss it with a partner for 1-2 minutes before

sharing their answers. While they are discussing with their partners,
give the students a hint. Tell them it will not have another variable
like X, but it will have a third constant like A and B.

Then, students will share their answers and the teacher will state that
they will learn how to solve two-step equations of the form Ax+B=C.

Sandy Trinidad

Math-Grade 7
Solving Linear Equations Unit
Direct Instruction (15-20 minutes) (input, modeling, check for
understanding)
For direct instruction, teacher will follow the following model:

Now that we know how to solve a one-step equation like x+2=8.

What do we do when I change this to 3x+2=8?

You will write the following steps in your notes as I abbreviate them
on the board.

The first step of solving a one step equation is the same step of
solving a one-step equation, in which we add or subtract to isolate the
variable term or get the term with the variable by itself.

In our example, we have 3x+2=8.We want to get our variable term, 2x

(underline 2x), by itself. We are adding two, so we do the opposite of
addition, which is? Wait for student response before continuing

So we subtract 2 from both sides

3x+2-2=8-2 (on board), giving us 3x=6.

In the second step we are going to multiply or divide in order to solve

for the variable.

So far we have 3x=6. Our variable in this example is x (circle x). 3x

means we are multiplying x by 3, so we will do the opposite of
multiplication, which is? Wait for student response before
continuing

We divide 3 on both sides

3x/3=6/3. 3 divided by 3 is 1, and 6 divided by 2 is 3. So we have,
x=2.

Now, just like in solving one-step equations, when solving two-step

equations we will check our solution. Remember that we do this by
plugging in our solution wherever we see the variable, and making
sure that our right hand side (RHS) equals our left hand side(LHS).

Here we have x=2. And our equation is 3x+2=8. So, we are going to
replace x with a two, giving us, 3 times 2 +2=8. We put a little
question mark above our equal sign, because were not sure if thats

Sandy Trinidad

Math-Grade 7
Solving Linear Equations Unit
true yet. Now we check,
3*2+2=8
6+2=8
8=8
Our RHS=LHS, and therefore our solution was correct.

Two-Step
Equation
Worksheet

http://www.mathw
orksheets4kids.co
m/equations/twostep/integers-1.pdf

Two-Step
Equation
Game

http://www.mathplay.com/TwoStep-EquationsGame.html
http://www.xpmath
.com/forums/arcad
e.php?
do=play&gameid=
64

Now, with your partners you will try the following examples.

Guided Practice (15 minutes) (how students will demonstrate their grasp of
new learning)
Activity: The students will work with partners, pre decided by their academic
level.
Students will complete two-step equation worksheet with their partners.
Remind them to list all their steps in order as they complete each question,
and to check their solution for each one.
Closure (10-15 minutes) (action/statement by teacher designed to bring
lesson presentation to an appropriate close)
Have 3 volunteers give the different steps of solving a two-step
equation.
Explain the homework.

The teacher will explain the homework by modeling what is expected of the
students in the homework.

Students are required to make a draft of a word problem that involves

solving a two-step equation. Teacher can give a small narrative with a
problem that involves a two step equation such as the following:
Yankee tickets: When I was younger I wanted to go to a Yankee baseball
game. In order to pay for my tickets, I decided to sell lemonade. My
Yankee ticket cost 30 dollars. I already had 4 dollars saved. If sold each
cup of lemonade for 2 dollars and x presents the number of lemonade
cups I sold, how many cups of lemonade did I need to sell in order to
buy my ticket.
Explain that in this example, you are multiplying x (the number of cups

Sandy Trinidad

Math-Grade 7
Solving Linear Equations Unit
of lemonade) by 2(the price for each cup), adding 4 (the money I
already had saved, and making it equal to 30 (what I want my total to
be). So, my two-step equation is 2x+4=30.
After solving the equation I get x=13. I needed to sell 13 cups of
lemonade to buy my ticket.

Students who are having trouble building a word problem can create a riddle
that involves solving a two-step equation like the following:
Im thinking of a number that when you multiply by 2 and then add 1, the
result is 29.
Equation: 2x+1=29
Solution: x=14

Make sure you have these examples printed for students in case there is not
enough time for a complete explanation.

EXIT SLIP: Turn in worksheet to be reviewed by teacher.

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

lesson)
HOMEWORK: Write a draft of a word problem that involves
solving a two-step equation. Solve the equation, and make sure you
list the steps when solving the equation. We will peer-review these in
class for a class project.