1. Topic-
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2. Content-
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| Students will learn linear equations with manupulative and discover
various steps used in solving equation problems. Students use blocks
and counter as tactile representations to help them solve for unknown
values of x. |
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3. Goals: Aims/Outcomes-
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1.Explore equality using several equations and physical representation
2.Combine like terms
3.Solve 2 step equations involving 1 unknown |
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4. Materials and Aids-
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Manipulative blocks or similar manipulatives
Counter Chips
Geology Rocks Equations Activity Sheet |
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5. Procedures/Methods-
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A. Introduction-
Pair the students into groups. Place them into groups so they will
be able to help each other. Put into groups where stronger students
will be placed with a student who may struggle initially.
2. Begin the lesson by handing out the Geology Rocks equation worksheet
along with the manipulatives. Have the students read question number
1. This will give them some insight on what they will be doing with
the lesson. |
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B. Development-
| Go over question number 1 after a team volunteers to share how they
got their answer. Show a teater totter on the board and show a representation
of what happens when you take boxes off of one side. It will make
the totter unbalanced. |
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C. Practice-
The teaching is much more explicit for students if you explain how
the boxes and rocks represent variables and numbers.
* Some students may use a guess and check method, until they find
the weight of the crate, while others may have simplified the equation.
As students begin to think, pair, share, their strategies to balance
the equation.
* Even with the students who are guessing they are performing the
operation s multiple times and finding solutions that do not work.
At the same time they are gaining practice until they find the solution
that does work. |
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D. Independent Practice-
| Have the students work on questions 2-5. Move through the class
and ask for examples using the manipulative to represent the problem
on the paper. Encourage the students to use multiple approaches to
solve each problem. This will help them to build the connections between
representations. |
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E. Accommodations (Differentiated Instruction)-
| Interactive Instruction as well as Differentiated Instruction |
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F. Checking for understanding-
1. Create several model equations on the board and ask students
to write the equations and solve them. Also, write up equations and
ask students to create a model and solve them.
2.Read a sentence hat describes a given situation and have students
create equations and a solution for the unknown.
3. Have a student write a paragraph explaining what it means if you
are left with an equation that reads 4x - 14. |
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G. Closure-
| Review the use of manipulatives, and how it can help them understand
the 2 step equations that we just worked on. Also have the students
write down on a piece of paper the steps that it takes to get through
the equations. |
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6. Teacher Reflection-
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Did I challenge the class?
Was the lesson appropriately adapted for the divers learner?
What worked with classroom behavior management? What didn't work?
How could I change it to make it work more effectively. |
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