Milton High School: Algebra I Lesson 2: Solving Decimal Equations Overview Goals:

Students will find exact and approximate solutions of equations with decimals. Students will be able to find the total cost of an item including the sales tax. Students will be able to clear decimals from the equation by understanding the idea of clearing are the same as getting rid of. (Clearing is a commonly used word in the English vocabulary and therefore I must be careful when using it in class). The students will be able to translate a verbal model of finding the total cost of an item including the sales tax into a mathematical equation involving decimals.

Language Objectives:

Specific Instructional Objectives:

1) The students will be able to convert an equation with decimals into an equation with whole numbers. 2) The students will be able to find exact and approximate solutions of equations that contain

decimals. 3) The student will be able to find the total cost of an item including sales tax.

Content:
This lesson will include material on solving equations using addition, subtraction, multiplication, and division, solving multi-step equations, rounding and approximation, and sales tax of food.

Classroom Environment and Management Conditions:

The students will sit in their assigned seats in rows like normal. Just like Ms. Mikels enforces, I will not allow the students to turn around and talk while I am talking. This will minimize disruptions. The worksheets will allow the students to walk away with something that they can remember the lesson by. However, they are also expected to have their notebooks out and be taking notes. When doing example problems as a class, I will call the students by name and have them participate. Once I give the example problem, I will give the students a moment to think about what to do by walking up a row and seeing if all students are on track. This will allow me to subtly tell someone to turn to their notes or put away other homework if necessary.

Materials:

I will need the smart board to give notes, including examples, discovery worksheets, and the textbook.

Diverse Learners Identify:

There are many different kinds of learners in the classroom. Some students are allowed a calculator, others are not. But those that can use one know who they are so there is no need to bring that to anyone's attention. Some students are visual learners and only understand it when they see how the rules are applied. However, today, all students will be using a calculator.

Student 1:
As for diverse learners, I am going to use a different color marker to show steps I take when solving the problem. This makes the process a little clearer for students. I will also write my notes and my example in different colors so that they are distinguished while on the board.

Procedures Opening (10 min):

The Do Now is as follows:

1.Round

5.0384615 to the nearest hundredth. 2.Solve for x: 7x-10=5x-7 3.Solve for x: (1/2)x+3 = 9 After, we have developed that the answer to all three of these questions, I will go into the relationship between question 3 and its decimal equivalent after stating the objectives.

During Lesson (30 min):

Today we will solve decimal equations and compute the total cost of an item while taking into account the sales tax. (state the objectives) What if I gave you guys the equation (0.5)x+3=9 would you guys know what to do? Ok so lets look at this worksheet (hand out work sheet). At this point, I will hand-out the discovery worksheet. The worksheet is located as one of the last pages of this lesson plan entitled How do they differ? After the 10 minutes, we will talk about each of the questions. I will make sure that from each question the students take away the following pieces of information: 1) How did Mark solve the problem? divided by a decimal 2) How did Sally solve the problem? cleared the decimal 3) What are some the similarities and differences between Marks and Sallys ways? They both get the same answer by using the same numbers 5, 3, 9. However, Sally got rid of the

decimal first and in the end did not have to divide by a decimal which can be tricky. 4) Which way would you solve this equation if given the form 0.5x+3=9? Why? Sallys way because I dont like dividing by decimals. I will then collect the papers so that I can take a look at them after class to see if the students participated in the exercise or not. I will explain to them that this will not be graded and that they will get the worksheet back the following day so that they can add it to their notes. They will then be asked to open their notebooks. We will add the following notes: 11/10 Solving Decimal Equations To solve decimal equations, it is best to first clear the decimals. How to clear decimals: Examples: 1) To clear 0.5 multiply by 10 because 1 decimal place 2) To clear 0.05 multiply by 100 because 2 decimal places 3) To clear 0.005 multiply by 1000 because 3 decimal places Solving Decimal Equations: Examples: 1)0.5x+3=9 10(0.5x+3)=10(9)

5x+30=90 5x=60 x=12 2) 0.75x+5.25=6 100(0.75x+5.25)=100(6) 75x+525=600 75x=75 x=1 However, what if the answers do not come out evenly. What if our answer is a decimal? This is when we need our calculators! 3) 3.3x-37.9=4 10(3.3x-37.9)=10(4) 33x-379=40 33x=419 x=419/33 x=12.696969 Round to nearest tenth = 12.7 4) Round to nearest hundredth. 2.4x-0.9=12.4 10(2.4x-0.9)=10(12.4)

24x-9=124 24x=133 x=133/24 x=5.5416667 x=5.54 Now we will see why this is all important! When would you use this is in your every day life? Who likes to go out to eat? (pause) And when you go out to eat what do you have to worry about? Sales tax right! How do you find the sales tax does anyone know? (pause) Its going to be the price of the food plus the sales tax of the item. So this means: Total Cost = Price + (sales tax)(price). TC=p+tp Example: 1)Your past dish costs $13.99. There is a 5% sales tax. How much will your meal cost? P=$13.99 T=5%=0.05 TC=x X=13.99+(0.05)(13.99) X=13.99+0.6995)

X=$14.69 2) You go out to dinner and the final bill is $20. The sales tax was 6%. What is the price of the meal without the sales tax? p= x TC=$20 t = 6% = 0.06 20=x+0.06x 20=1.06x 18.87=x Now I will pass out 2 menus from Bertuccis to random students. I will allow the students to pick a food item that they would like to buy and we will find out as a class how much it will cost them with sales tax. The first student will be in Boston buying this item and will therefore have a 5% sales tax. The second student will be in New York City buying this item and will therefore have a 9% sales tax.

Closing (10 min):

I will end the lesson by giving the students classwork that they will have the opportunity to finish the next day. (Homework can not be assigned in Ms. Mikels class this week.) The classwork will be p. 166 # 26-35.

Post-Lesson Assessment:

I will informally assess students progress by their participation in the Do Now, note-taking and in their progress during the classwork/homework. The discovery worksheet that I will be collecting in the middle of the class will serve as a too to see how much knowledge the students gained from the lesson and where they were at before. I would use this worksheet judge if I need to spend more time the following day on the subject or I can move on because it was all review. This also shows me what my strengths and weaknesses were during the lesson If I were teaching the next day, I would review the lesson we learned today on solving decimal equations, including any un-answered questions from todays lesson and move onto formulas that involve variables, sometimes with decimals and sometimes without. Based on the students abilities to complete discovery worksheet and classwork, I would judge my review time and do more practice of solving decimal equations if necessary.

Follow-up:

The worksheet is as follows:

How do they differ?

Mark and Sally were asked to solve the same problem 0.5x+3=9 but they both did it differently.

Marks Way
0.5x + 3 = 9 - 3 -3 0.5x = 6 0.5 0.5 x = 12

Sally's Way
0.5x + 3 = 9 10(0.5x+3) = 10(9) 5x+30 = 90 -30 -30 5x = 60 5 5 x = 12

1) How did Mark solve the problem?

2) How did Sally solve the problem? 3) What are some of the similarities and differences between Marks and Sallys 4) Which way would you solve the equation? Why?