Subject: Math/Representing Relationships with Equations

Teacher: Shelby Snyder

Time: 11:40 1:06

Date: 2/19/15

Standard(s):
Common Core
Math Content. 6.EE.C.9: Use variables to represent two quantities in a real-world problem that
change in relationship to one another; write an equation to express one quantity, thought of as the
dependent variable, in terms of the other quantity, thought of as the independent variable.
Analyze the relationship between the dependent and independent variables using graphs and
tables, and relate these to the equation. For example, in a problem involving motion at constant
speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to
represent the relationship between distance and time.
Objectives:
As a result of this lesson, students will be able to:
1. write an equation to represent a relationship given a verbal description.
2. solve word problems involving two-variable equations.
Materials:
Teacher Preparation
Whiteboard
Whiteboard markers
Computer
SMARTboard
Teacher-created PowerPoint
IXL 6th Grade N.4 Solve Word Problems Involving Two-Variable Equations
(ixl.xom)
Student (19)
o Writing implements
o Calculator
o Distance Equations hand out
o Teacher-created homework
o Notebook paper
o Small whiteboards and markers
Introduction/ Hook:
1. Have two volunteers pass out a piece of notebook paper and a calculator to each student.

2. Show the first slide of the PowerPoint. Have them complete the questions independently
as a warm-up activity.
3. Review the answers as a whole group asking students how they found each answer.
(Multiplied 60 by the number of hours). Write each multiplication problem on the board.
Ask students to consider what number stays the same in each problem. Label each part of
the multiplication problem with hours and miles.
Development/Procedures:
1. Using the next slide on the PowerPoint, guide students to write an equation representing
the relationship between the number of hours driven and the distance traveled using the
labeled multiplication problems. Point of the 60 is always multiplied by the number of
hours which equals the total number of miles so the equation is 60h=d.
2. On the next two slides, guide students through substituting for the variable to answer
each question. Show students that this equation can be used to solve for any distance or
amount of time in hours by provided a few examples of each.
3. Repeat using the next 3 slides of the PowerPoint.
4. Show students the next slide and have them write the equation on their own. Write, How
many words can she type in 9 minutes? and How long will it take her to type 540
words? on the whiteboard and have students answers these questions independently.
Remind students they must use their equation to find the answers. Review the answers as
a whole group.
5. Show students the next slide and have them write the equation on their own. Write, How
long will it take her to run 1200 feet? on the whiteboard and have students answer these
questions independently. Remind students they must use their equation to find the
answers. Review the answers as a whole group.
6. Have student complete the Distance Equations hand out in groups. Circulate to monitor
student progress and provide assistance as necessary. Check to see that students are
setting up an equation first, substituting for a variable, and solving for the other variable
to find their answers because they will want to just find the answers using multiplication
or division.
Closure:
1. Have one student at each table get whiteboards and markers for the table. Using IXL,
show students examples of word problems using two-variable equations. Have students
solve each equation and hold up their answer when they are finished. Complete as many
practice problems as time allows.
2. Distribute the homework.

Accommodations:
1. Check in frequently with E.R. during the independent practice to keep him on task and
ensure he understands how to set up and solve each equation.
Evaluations/Assessments:
1. Teacher observation during group work and student responses during whole group
instruction will be used to assess students understanding of representing relationships
between two variables using equations. I will be looking to see that students understand
how to set up the equation correctly given two variables and a situation, that they
understand for which variable they need to substitute a given amount, and that they can
solve the equation to determine the value of the other variable.
2. Students homework will be reviewed the next day and used to assess their understanding
of representing relationships between two variables using equations.
3. Performance Assessment: Students will complete Embedded Assessment 2 on page 211
of the textbook next week which will assess their ability to analyze the relationship
between the dependent and independent variable in an equation using graphs, tables, and
verbal descriptions.
Self-Evaluation:
Today, I retaught a portion of the lesson from yesterday. The warm-up activity was really
effective for activating the students prior knowledge about situations involving rate of change
and allowed me to scaffold them into being able to write an equation based on the situation. This
also created a smooth transition into the development part of the lesson. I feel like I did a better
job today explaining how to write the equations by creating my own examples instead of
following the textbook. I developed a bunch of examples that were similar but involved different
variables and units so that the students could see the connection between the coefficient in the
equation and choosing which variable it needs to be multiplied by. The students really seemed to
enjoy completing the problems from the PowerPoint slides on the SMARTboard vs. just doing
them from a boring worksheet/textbook page. One of the students in the class even told me that
during the lesson. I will try to incorporate more whole group activities like this using the
SMARTboard to engage the students. I will also remember to add additional examples of my
own into the lesson to supplement the textbook. This will help me to ensure that students have
enough repeated exposure to a concept during the guided practice part of the lesson before I have
them practice using the skills independently. After this lesson, all of the students now seem to
understand how to write and solve an equation with two related variables because every student
answered all of the questions correctly on their homework.