Cassandra Rubino

Learning Experience Plan

Subject: Mathematics Grade level: 7
Unit: Expressions and Equations Length of LEP (days/periods/minutes):1
day
Topic: Solving Equations With One Variable
Content Standards: (include only standards addressed in this LEP)
Use properties of operations to generate equivalent expressions.
7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear
expressions with rational coefficients.
7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can
shed light on the problem and how the quantities in it are related.
Solve real-life and mathematical problems using numerical and algebraic equations.
7.EE.B.3 Solve multi-step real-life and mathematical problems with rational numbers in any
form. Apply properties of operations to calculate with numbers in any form.
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and
construct simple equations to solve problems by reasoning about quantities.
Literacy Standards: (include only standards addressed in this LEP)
Speaking and Listening (grade 7): 1.Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and
issues, building on others ideas and expressing their own clearly.
Language (grade 7): 5.Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings. 6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Reading (grade 6-8): 4. Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 68 texts and topics.
Writing (grade 6-8): 2. Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills)
Students will: -Admit Ticket (Pictograph Problem)
-Solve one step equations with a single
variable using the inverse operation of -Solving Equations Scavenger Hunt Game
division to isolate the variable in order to (kinesthetic activity)
understand that equations must be balanced
on both sides. -Exit ticket (Graphic Organizer)
-Apply their knowledge of number sentences
(equations) with a missing value (variable) in -HW Worksheet (Word Problems)
order to understand how they are used to find
solutions for mathematical problems or real
life situations.

Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching On-level Beyond

Students with disabilities or Students who are meeting Students who exceed the
special needs who require standards: standards:
additional support:
- Extra credit to encourage -Difficult, higher level
Kinesthetic learners - them to reach the next level worksheets and problems
Interactive physical activities
or games such as Equations -Project based activities -Encouragement to further
Scavenger Hunt explore the topic of equations
-Different level worksheets
ELL and Visual learners - -Challenge to research
-Visual models -Mixed ability grouping will situations or careers that
-Concrete representations provide collaborative learning involve solving equations
(manipulatives) and peer support to
-Pictograph drawings with accommodate all levels -Use online math websites to
symbols and pictures to create class material
represent equations -After school review for all -Use Shadow Puppet Edu
-Graphic organizers to students who want to to create slide shows and
arrange steps and highlight improve their performance videos that explain how to
operations used to solve solve equation problems
equations http://get-puppet.co/
-Worksheets with examples
-Choice of creating a poster
or project based activity
instead of written exam
- Partner or group work
collaboration
-Videos or audio tapes
-Guided notes

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Equations are used to solve problems in science courses, especially physics. For example,
the formula for density is mass divided by volume (D=M/V).

Materials Procedures/Strategies
White board Day 2 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of
Markers the concept to be learned)
Instruct students to complete the ADMIT TICKET independently, allowing them
Glossary to use the glossary if they need to review key terms. Review answers together.
ADMIT TICKET: Pictograph Problem
Class
Examples

Graphic
Organizer

Guided
Notes

Equation
Index Cards
Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
Recall from the previous lessons:
How are equations applied in the real world to solve problems?
(Numbers and letters are used in equations to represent and solve real life
problems)
Why do we need to know how to solve equations?
(These skills can be used to help with situations students face every day.)
How do we solve or balance equations?
(Use inverse operations to isolate the variable in an equation)
Class discussion: Teacher and students recap their discussion from yesterday
on solving equations to emphasize the concepts. Teacher asks students to
think about the ways to solve equations.

Activating Prior Knowledge (what information will be shared with/among students to connect to
prior knowledge/experience)
Review how to solve equations by isolating the variable using inverse
operations of addition and subtraction.
Review metaphor- comparison of two things that appear different, but are
similar. An equation is a scale is a metaphor comparing a scale and an
equation. To be balanced, they both must be equal on each side. They both
show two quantities are equal.

Direct Instruction (input, modeling, check for understanding)

Step #1: Discuss the methods students have already learned for solving one
step equations (inverse operations of addition and subtraction). Share with the
class that today they will learn another way to solve equations. Ask students
to refer to the key terms on the glossary page. Inform students they will use
all the strategies they learned for solving equations to solve real life problems.

Step #2: Explain the steps: Remember an equation is a balance scale. To

keep it balanced, whatever you do must be done to both sides of the equal
sign. To find the value of the variable, we need to isolate the variable to one
side of the equation. To balance an equation, we use inverse operations which
undo or cancel each other. When solving multiplication equations, we simplify
using the inverse operation of division to cancel out terms. When the variable
is completely isolated, you have solved the equation.
Demonstrate how to solve the following example of a one step equation with a
single variable using the inverse operation of division to isolate the variable.
Instruct students to write the example in their notebooks.
9x = 27 check: 9(3) = 27
9x = 27 27 = 27
9 9
x=3

Step #3: Involve the students by allowing them to state the steps and asking
them to help you and guide you through another example in order to check if
they understand what you have done so far.
5x = 50 check: 5(10) = 50
5x = 50 50 = 50
5 5
x = 10

Step #4: Encourage students to ask questions. If students successfully

understood the new concepts, provide them with the formative assessment
(Solving Equations Scavenger Hunt Game) to work on problems and practice
what they have just learned. Allow them to work together in groups for
collaborative and successful progress.

Guided Practice (how students will demonstrate their grasp of new learning)
Solving Equations Scavenger Hunt Game (kinesthetic activity)
1. Divide the students into groups.
2. Give students a card with an equation written on it.
3. Students will solve the equation.
4. Students search for the answer card that balances or solves the equation.
Scavenger Hunt Game Cards - Equations and answers
x + 9 = 15 answer: 6
x - 4 = 20 answer: 24
2x = 18 answer: 9
x +13 = 24 answer: 11
x - 20 = 30 answer: 50
25x = 200 answer: 8
Peer editing / tutoring: Students exchange their work with another group and
discuss how they balanced equations in order to solve for the variable. They
will compare their work to the work done by the other group and comment on
similarities and differences. Students will work cooperatively to ensure all
groups understand the process involved in finding the correct solutions.

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

For homework, students will independently complete a HW worksheet
(formative assessment) to reinforce concepts learned in class, which will be
reviewed the next day to ensure their understanding and prepare them for the
quiz. Students will use the Kahoot App to create equations, play equation
games, and answer multiple choice questions in order to reinforce concepts
ahoot provides a visual to assist students and is a fun
learned in class. K
interactive way for students to engage in math equations.
https://getkahoot.com/
Homework Worksheet

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Ask students if they have any questions or concerns regarding classwork or
 homework. Hand out an Exit Ticket (formative assessment) to each student to
complete independently before they leave the classroom.
EXIT TICKET: Graphic Organizer (attached)
Write (explain) the steps in order, of how to balance equations to solve for the
variable. You may use your notes and handouts as a guide.
Time sequence organizer - Steps for solving equations
1. Write the equation.
2. Isolate the variable to one side of the equation.
3. Whatever you do must be done to both sides of the equal sign.
4. Use inverse operation of addition to cancel out terms.
5. Use inverse operation of subtraction to cancel out terms.
6. Use inverse operation of multiplication to cancel out terms.
7. Use inverse operation of division to cancel out terms.
8. Check the solution.

References: (e.g. Book, course packet, pg #, complete web address URL)

https://www.engageny.org/common-core-curriculum
https://betterlesson.com/lesson/545808/solve-one-step-equations-using-inverse-operations
https://www.mathworksheets4kids.com/one-step-equation.php
https://cdn.kutasoftware.com/Worksheets/Alg1/One-Step%20Equations.pd
 Glossary

Additive inverse - The additive inverse of any number x is the number that gives zero when
added to x. The additive inverse of 5 is -5.

Equation - A mathematical statement that says two expressions have the same value; any
number sentence with an =. A number sentence i s a statement of equality between two
numerical expressions.

Equivalent equations - Two equations whose solutions are the same.

Inverse - Opposite. -5 is the additive inverse of 5, because their sum is zero. 1/3 is the
multiplicative inverse of 3, because their product is 1.

Inverse operations - Two operations that have the opposite effect, such as addition and
subtraction.

Multiplicative inverse - The reciprocal of a number.

Operation - Addition, subtraction, multiplication, and division are the basic arithmetic
operations.

Opposites - Two numbers that lie the same distance from 0 on the number line but in opposite
directions.

Solution - The value of a variable that makes an equation true.

To solve an equation means to find a value for the variable that makes the equation true.

Variable - A letter used to represent a number value in an expression or an equation.

Time Sequence Organizer
Guided Notes with Concrete Representation (Manipulatives)

Guided Notes with Pictographs