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2015 Spring

Teach#: 3

Lesson Plan

SMED 2011

Names of Student(s) Teaching:


Carly Cowan and Megan Woodard

Teach Date:
April 7, 2015
Grade: 6th

Teach Length:
Teach Time: 8:53am-9:41am
41 min.
School:
Teacher: Austin Brasche
Stillwater
Middle School
Title of Lesson: One & Two Step Equations
Lesson Source(s): Mr. John Weaver
Central Focus: One & Two Step Equations
Oklahoma Academic Standards for Math
Standard 1: Algebraic Reasoning: Patterns and Relationships The
student will use algebraic methods to describe patterns, simplify and
write algebraic
2. Write algebraic expressions and simple equations that correspond to
a given situation.
3. Use substitution to simplify and evaluate algebraic expressions (e.g.,
if x = 5 evaluate 3 - 5x).
4. Write and solve one-step equations with one variable using number
sense, the properties of operations, and the properties of equality (e.g.,
1/3x = 9).
Learning Objective(s):

Assessment Questions

(Associated with Above Standards)

Students will be able to solve


one and two step equations.

What is a One Step Equation?


What is a variable?
How do you use Multi-Step equations in real life?

Develop and test strategies to


solve practical, everyday
problems which may have
single or multiple answers.
Common
Misconceptions:
(How do you plan on addressing
these?)

Academic
Language/terminolog
y:
(Term and definition)

One Step Equation: An equation that has a missing


variable to solve for
Two Step Equation: an equation that has a missing
variable that takes two steps to solve for

2015 Spring

SMED 2011
Variable(s): The element in an equation that is missing
(i.e. can be denoted by x, y, z, etc.)
expression: a mathematical phrase that can include
operations, numerals and variables. In algebraic terms:
2m + 3x; in numeric terms: 2.4 - 1.37.

Materials
*add more boxes if needed

Quantity

Advanced Preparations

notecards

14

write an equation on each with the


answer to a different equation on the
bottom of the card

tape
paper

one roll
9 pieces

print 4 plickers on each piece

Safety Considerations
paper cut from notecards

5E Lesson
Objective Statement(s): Today, class, we are going to .
Learn how to work two step equations

ENGAGEMENT
What the Teacher Will
Do
(Before students come
into the room place the
notecards for the
explorations around the
room)
Pass out the booklets and
the name tags to students.
If students see the
notecards and start to play
with them inform them
that those are for the
lesson and they will learn
soon what we are going to
do with them, but for now
we are going to ignore
them.
Open tab on the internet
containing that Plickers
website. Explain to
students how to use the
Plickers code that we have

Probing/Eliciting Questions
and Student Responses
What equation did you
come up with for this
problem?
What letter can we use to
represent the number of
geese Mr. Brasche saw
after the first 5?
What is this letter called?
How do we solve for the
variable?
What do we need to do to
get the variable all by
itself?

Time in Minutes: 7-8


What the Students Will
Do
Write down an equation in
their booklets and solve
the problem.
Once the students have
completed the problem
they will hold up their
book with the plicker
facing Ms. Cowan, rotated
in such a way that their
answer will be at the top.
Raise hands and say what
equation they used to
solve the problem.

What is our first step


going to be?

Raise hands and say that


we can use x, g, ect. to
represent the geese.

What is our answer?

The letter is called a

2015 Spring
placed on the back of their
booklets. Bring up the
word problem and have
students open up their
booklets and work out the
problem.
Word Problem #1: Mr.
Brasche went to Boomer
Lake on Monday and saw
5 geese by the dock. After
walking around for awhile
Mr. Brasche decided to
leave. By the time he got
into his car to leave Mr.
Brasche had seen 12
geese all total. Write an
equation to find out how
many geese Mr. Brasche
saw after he left the dock.
As the students finish up
the problem Ms. Cowan
will stand in front of the
classroom with her phone
to scan the students
answers.
Pull up the results on the
Plickers site and see how
many students got the
correct answers.
Move over to the white
board and ask the
students what equation
they got to solve the word
problem. Write the word
problem down on the
board for everyone to
use(may get multiple
answer, choose the one
best fit) then start working
the problem out by asking
the students what steps
we should do.

SMED 2011
variable.
What is the first thing we
should do to this
equation? Why?

Get the variable on one


side by itself.
Subtract 5 from 12.

Can anyone else think of a


different way to do the
first step?
Why do you think we are
able to do the first step a
couple different ways?
What should we do next?

Mr. Brasche saw 7 geese


after he passed the dock.
Students will reply that the
first step is to either
subtract 3 or add 5 to both
sides. Someone might
suggest to add 3 and -5
together first.

What is our answer?


Students will reply what
the next step is(depending
on which first step the
class chooses to use?)
the answer is x=10

2015 Spring

SMED 2011

Write the equation: x+35=8 on the board


Turn to the students and
ask them what the first
step to the problem is.
Choose a student and
have them explain to the
class why they think that
is the first step. If another
student has a different
opinion let them explain
what they think is the first
step.
Call on a new student and
ask them what the next
step is and what the
answer is.
Transition Statement
Now we are going to play a game to how well we can solve equations.

EXPLORATION
What the Teacher Will
Do
Explain to the students
what the cards on the
walls(the ones you hung
up before the students
arrived) are for: There are
10 cards spread out across
the room. Each card has
an equation and a solution
on it, but the solution does
not match the equation.
You will start at one card
and work out the
equation, once you have
solved the equation you
will then locate the card
that has your solution on it
and work out the equation
on its card. You will
continue to do this until

Probing/Eliciting Questions
and Student Responses
Which equations did you
find the most challenging?
What was your first step?
Why did you do this first?

Time in Minutes: 18-20


What the Students Will
Do
Students will start at one
card and work their way
around the room solving
the problems until they
are back at their original
cards.

What did you do after this?


What was the answer?
Is there another one
anyone would like to go
over?

Students will reply which


equations they struggled
the most with and explain
what they did to solve
them.

2015 Spring
you have returned to your
original card. We are going
to start off with three
people at each card, this is
a group activity, however
we want everyone in the
group to work out the
equation, if someone in
your group is struggling
help them out but do not
give them the answer. The
first group back to their
original card wins,
however we do want
everyone to work out all of
the problems.

SMED 2011

Once everyone has


completed the all of the
equations ask which
equations they had the
most trouble with and
work some of them out on
the board with the class
asking the students what
they did to solve it.
(Do as many as time
allows but keep in mind
that you dont want to
spend more than 20
minutes all total for this
part)
Transition Statement
Now lets see what other type of equations we can do:

EXPLANATION
What the Teacher Will
Do
The teacher will now
introduce the students to
two step equations.
The teacher will go off of
the explore but now show
students that we could do

Time in Minutes: 7-8


Probing/Eliciting Questions What the Students Will
and Student Responses
Do
Why did you get this
The students will figure
answer?
out how to solve a two
step equation by trial and
How do you know its right? error.
How do you check if your
answer is right?

The students will respond


to inquiry.

2015 Spring
two step equations.

SMED 2011

Write a problem on the


board (i.e. 2x+5=9) and
ask students what they
think the first step would
be.

Why would this be helpful


in real life?

The following equations


will be used for two-step
equations. Ask the
students what the steps
are to solve the equations:
3x+6=18
4g+7=28
8z-4=12
6k-2=22
y/5 +3=28
x/2 -8=14
Transition Statement
Lets explore some different kinds of equations and do some coloring!

ELABORATION/EXTENTION
What the Teacher Will
Do
Pass out a worksheet that
has students do one and
two step equations in
order to color a shape on
the paper

Probing/Eliciting Questions
and Student Responses

Time in Minutes: 4-5min


What the Students Will
Do
The students will complete
a worksheet they are
given and color in the
corresponding boxes
according to the answers
they get.

Final Transition Statement


Lets see what we know now.

EVALUATION
Describe the Assessment
What the Teacher Will
Do
Administer a post
assessment in which there
are one and two step
equations for the students
to solve. Ideally we would
have two naked number
problems and then one
word problem. We need

Time in Minutes: 5-7min

What the Students Will Do


The students will take the final assessment and then
leave for their next class.

2015 Spring
to allow at least 10min for
this post assessment and
be intentional about time.

SMED 2011

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