Mackenzie Childs

7th Grade Math

Two-Step Equations

11/18/2014

1. LESSON CONTEXT AND RATIONALE

Culture and
Context

Renaissance Middle is a Title 1 school. Approximately 67% of students

are eligible for free lunch and 11% are eligible for reduced lunch. 89%
of the student body is African American, 8% Hispanic, 2% Biracial, 1%
Caucasian, 1% other.
This particular class has a difficult time remaining on task. Students
have to keep busy to ensure a productive class.

Identity and
Intellectual
Development

Students will continue building onto the foundation of single-step

problems, working their way to solving multi-step problems.

Lesson
Rationale

This lesson is important because it sets the foundation for more

complex multi-step problems.
Previously, students learned single-step equations. This lesson will
further their knowledge to solve more complex problems using
multiple steps. After two-step equations, students will solve multi-step
equations, which will have variables on both sides of the equal sign.
The lesson will start out with what they already know, progressing to
new content, but using previous concepts. Creating the connection to
what they already know helps students build a better understanding. A
graphic organizer will be used to help students who may have a
difficult time keeping their calculations organized or deciding which
step to take next. I will walk through the first example on the board,
explaining each step so students can see what they are about to do.
As a class, we will walk through the next problem so they can begin
solving the equation, but have guidance while doing so. Finally,
students will complete the last problem by themselves to check for
understanding. Students will be seated in pairs and will work together
to complete the worksheet.
The purpose of this exercise is so students can successfully solve twostep equations.

Management

The warm-up, instruction, and class work will be timed.

Students will be aware that the class work will be turned in as they
leave the room to give them more of an incentive to pay attention and
complete it.

2.

STANDARDS & REQUIREMENTS

2. CCGSP or GPS
Standard(s)

MCC7.EE.3 Solve multistep reallife 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 as strategies to calculate with numbers in
any form; convert between forms as appropriate; and assess the
reasonableness of answers using mental computation and estimation
strategies. For example: If a woman making $25 an hour gets a 10%
raise, she will make an additional 1/10 of her salary an hour, or $2.50,
for a new salary of $27.50. If you want to place a towel bar 9 3/4

Mackenzie Childs

7th Grade Math

Two-Step Equations

11/18/2014
inches long in the center of a door that is 27 1/2 inches wide, you will
need to place the bar about 9 inches from each edge; this estimate
can be used as a check on the exact computation.

Individual
Education Plan
Goal(s) and
Benchmarks

Multiple students perform below grade level, although

they are fully capable of excelling in the course. This is partially due to
lack of attention during instruction or failure to complete homework.
They will still be expected to complete problems on the worksheet and
turn them in.

Modification(s) /
Accommodation
(s)

If the majority of the class does not finish the worksheet, then they
will be able to finish it the next day in class.

Differentiation

Students will be seated in pairs based on proficiency in single-step

equations and how well they work together. Students who have
mastered single-step equations will be seated with students who did
not to help ensure a better understanding. This seating chart will be
created before class. Students will be directed to their seats as they
walk in the room.

3. RESOURCES
Academic
Language

Language
Functions
Language
Vocabulary
Materials

Students will verbally explain how to solve a two-step equation

using the correct vocabulary words.
Key vocabulary words:
-Algebraic expression: An expression consisting of at least one
variable and also consist of numbers and operations.
-Coefficient: The number part of a term that includes a variable. For
example, 3 is the coefficient of the term 3x.
-Constant: A quantity having a fixed value that does not change or
vary, such as a number. For example, 5 is the constant of x + 5.
-Equation: A mathematical sentence formed by setting two
expressions equal.
-Term: A number, a variable, or a product and a number and
variable
-Numerical expression: An expression consisting of numbers and
operations.

-Variable: A symbol, usually a letter, which is used to represent one

or more numbers.

Students will apply their previous knowledge of

properties of operations as strategies to solve two-step equations

Key content- inverse

Students must know what the inverse of an operation is,

as well as multiplication, division, addition, and subtraction of positive
and negative integers.

Two-Step Equation Worksheet, Graphic Organizer

7th Grade Math

Mackenzie Childs
Two-Step Equations
Technology

11/18/2014

The Promethean Board will be used so I can pull up the

graphic organizer and write directly into it, instead of having to free
hand the organizer on the white board. This helps keep consistency
with the students and materials used.

4. LESSON PROCEDURE
Enduring
Understanding

Variables can be used to represent numbers in any type mathematical

problem.
Write and solve multi-step equations including all rational numbers.

Essential
Question(s)

How can I use an equation to solve a real life problem?

Lesson
Objective(s)

At the end of this lesson, students will be able to solve two-step

equations involving positive and negative integers as well as the four
operations (addition, subtraction, multiplication, division).
Students will use the same graphic organizer from the guided
instruction for the in class assessment.
The warm up will be written on the board prior to the class beginning.
The questions are as follows:
1.)
-14 + x = -24
2.)
4x = 16
3.)
Last Friday, Trevon had $29. Over the weekend, he
received some money for cleaning he attic. He now has $41.
How much money did he receive?

Assessment Link
Introduction to
Lesson

Body of Lesson

Students will have 7 minutes to solve the problem as I walk around

to answer questions and check answers. The first three students
who answer the problems correctly will be asked to show their work
on the board when we review the answers as a class.
After reviewing, students will be asked what a two-step equation is.
Last week, we learned how to solve single-step equations. Now we
will learn how to solve two-step equations. Does anyone have an
idea of what these problems may look like? Students will verbally
share their ideas with the class.
This will take 15 minutes.

Students will be handed a blank graphic organizer. We will complete

three examples using I do, we do, you do. The three equations are
the following:
1.) c/4 20 = -16
2.) 331 students went on a field trip. Six buses were filled
and 7 students traveled in cars. How many students were in
each bus?
3.) t/-5 + 2 = -3
They will follow along as I explain how to solve example 1 on the

Mackenzie Childs

7th Grade Math

Two-Step Equations

11/18/2014
board using the same organizer. Example 2 will be completed with the
help of students verbally guiding my mathematical steps. The last
example will be completed individually. I will walk around to answer
questions and check their work. One student will come up to the
board to show how they solved it. This should take 15-20 minutes to
complete.
Students will complete a worksheet with their partner for the
remaining class period. The worksheet will be taken up as a formative
assessment.
The worksheet will require students to use previous knowledge from
one-step equations and new knowledge of two-step equations to
solve.
This will take about 20 minutes.

Closure

5. ASSESSMENT
Evaluation
(Assessment
Plan for IEP
Goals and/or 504
Plans)

Students will turn in the Two-Step Equations worksheet for a formative

assessment. Students who score a 70% or higher will be considered
proficient.
Students who do not finish the worksheet during class will be allowed
to finish it during the next class period. Taking their work up allows for
me to see if we need to spend more time on the material the following
day.

6. REFLECTION
Analyzing
Teaching
Effectiveness

Reflection includes characteristics of the lesson.

Provide specific examples on how it can be improved or
extended.
Improvements are based on the effectiveness supported by
evidence on how well the objectives were achieved.
Specific examples to improve future lessons should be provided.