CCSS for Mathematical Practices Lesson Planning Tool

Unit: Relationships Between Quantities and Reasoning with Equations

Date:

Lesson: Interpreting Parts of an Expression

Learning Target: As a result of todays class, students will be able to:

Write verbal expressions for algebraic expressions.

Write algebraic expressions for verbal expressions.
Formative Assessment: How will students be expected to demonstrate mastery of the learning target during in-class checks for understanding?

Students will write expressions verbally and algebraically at the board.

Probing Question for Differentiation on Mathematical Tasks
Assessing Questions (used to scaffold instruction for students who are stuck
Advancing Questions (used to further learning for students who are ready to advance beyond the
during the lesson or the lesson tasks)
standard during class)

What is a term?
What separates the terms?

What words do you use to represent an operation happening?

How many ways can you word the verbal expression?

Mathematical Practice: Which student mathematical practice(s) will be targeted for proficiency development during this lesson? Be specific about how the students will demonstrate the
practices.

4-Model with mathematics: Students will write verbal and algebraic expressions.

Content Standard: What standard is the contributing to student learning or progression toward?

A.SSE.1 Interpret expressions that represent a quantity in terms of its context

a Interpret parts of an expression, such as terms, factors, and coefficients.
A.SSE.2 Use the structure of an expression to identity ways to rewrite it.
Activities/Tasks

What will the teacher be doing?

What will the students be doing?

How will students be actively engaged in each part of the
lesson?

Beginning of class routines:

Warm-up activity connecting to prior knowledge (Entry)

()

Take attendance
Walk around classroom observing
student work.

The students will fill in the table with as

many words as possible to represent the
symbol at the top of the table. When the
class is finished, every student will put at
least one word in the chart on the board that
is not already up there. After everyone has
gone, we will see if there are any missing.

Transition:

These words can be used in writing verbal expressions for equations.

Activity/Task 1:
How will the students be engaged in understanding the
learning targets?

-Do examples 1a & 1b on pg 5 and

additional examples 1a & 1b on pg 6
(follow with guided practice 1)

Model the verbal expressions using a different

color for each step on the marker board.
Write the guided practice questions on the
board, walk around answering any questions
the students may have.
Pick a volunteer to do and explain each guided
practice problem on the board.

Students will take notes and/or take pictures

of the problems on the board with their cell
phones.
They will attempt the guided practice
problem on their own, then explain their
problem to the class.

Transition:

How many different ways can you write the same expression?
Do you think its the same the other way: seeing the verbal expression and writing the algebraic sentence?
Activity/Task 2:
How will the task develop student sense-making and
reasoning?

-Do examples 2 (a, b, and c), 3, and

additional examples 2, 3, & 4 on pg 6.
Follow with the guided practice examples.

Model the algebraic expressions on the marker

board.
Write the guided practice questions on the
board, walk around answering any questions
the students may have.
Pick a volunteer to do and explain each guided
practice problem on the board.

Students will take notes and/or take pictures

of the problems on the board with their cell
phones.
They will attempt the guided practice
problem on their own, then explain their
problem to the class.

Transition:

Students will pick a partner they want to work with on the next activity.
Activity/Task 3:
How will the task require student conjectures and
communication?

Students will be put in pairs. Each student

will write a complex algebraic expression.
They will then trade with their partner and
translate the expression into a verbal
expression. Once done, each student will

The teacher will walk around assisting students Students will use their knowledge of
when necessary. The main focus will be on
interpreting parts of an expression to
making sure there is no confusion with writing translate the expressions their partners wrote.
the original expression, as that could be
problematic when the partners begins to

write a complex verbal expression. They

will then trade with their partner and
translate the expression into an algebraic
expression.

translate it. Listen to conversations between

groups and provide insight when able.

Student-led closure and checking for student

understanding of the learning target

Students will complete a 3-2-1 Activity

Three new facts I learned
Two ah-has that popped into
mind
One big question that I still have

The teacher will write the 3-2-1 prompts on the

board and answer any questions the students
have while doing the activity. As the students
finish, the teacher will goa round and pick up
the papers. If time allows, the teacher will go
through each paper and read the questions the
students still have. The teacher will also ask
guiding questions/comments to help lead
students to the answers of those questions.

If time allows, the teacher will read the

questions the students still have, and the
class will work to answer each students
question.

Materials needed: markers, textbook, paper, pencil, erasers

Students will complete the 3-2-1 activity,

then use their knowledge of solving
multistep equations to answer the questions
they and their classmates still have.

Technology tips: ___________________________________

CCSS for Mathematical Practices Lesson Planning Tool

Unit: Relationships Between Quantities and Reasoning with Equations

Date:

Lesson: Order of Operations

Learning Target: As a result of todays class, students will be able to:

Evaluate numerical and algebraic expressions by using the order of operations.

Formative Assessment: How will students be expected to demonstrate mastery of the learning target during in-class checks for understanding?

Students will evaluate, while explaining their steps, expressions.

Probing Question for Differentiation on Mathematical Tasks
Assessing Questions (used to scaffold instruction for students who are stuck
Advancing Questions (used to further learning for students who are ready to advance beyond the
during the lesson or the lesson tasks)
standard during class)

What does PEMDAS stand for?

What order does multiplication/division and
addition/subtraction happen in?

How does interpreting parts of an expression help in using the order of

operations?

Mathematical Practice: Which student mathematical practice(s) will be targeted for proficiency development during this lesson? Be specific about how the students will demonstrate the
practices.

7- Look for and make use of structure: Students will look at expressions and make decisions on how to correctly evaluate them.
Content Standard: What standard is the contributing to student learning or progression toward?

A.SSE.1b Interpret complicated expressions by viewing on or more of their parts as a single entity.
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
Activities/Tasks

What will the teacher be doing?

What will the students be doing?

How will students be actively engaged in each part of the
lesson?

Beginning of class routines:

Warm-up activity connecting to prior knowledge (Entry)

The admission prices for SeaWorld

Adventure Park in Orlando, Florida, are
shown in the table. If four adults and three
children go to the park, how much will it
cost for them all to go?
Ticket
Adult
Child

Take attendance
Walk around classroom observing
student work.

Students will work the problem out on their

own first, then compare answers as a class by
discussing how they solved the problem.

Price ($)
78.95
68.95

Transition:

How could we write an equation to represent the beginning problem? What operations would we need to use? What does each part of the
equation represent?
Activity/Task 1:
How will the students be engaged in understanding the
learning targets?

-Do examples 2, 3, & 4 on pgs 10/11

followed by the corresponding guided
practice questions.

Model the order of operations on the marker

board using a different color for each step.
Write the guided practice questions on the
board, walk around answering any questions
the students may have.
Pick a volunteer to do and explain each guided
practice problem on the board (should be
enough for each student to do one.

Students will take notes and/or take pictures

of the problems on the board with their cell
phones.
They will attempt the guided practice
problem on their own, then explain their
problem to the class.

Transition:

Students will be split into teams.

Activity/Task 2:
How will the task develop student sense-making and
reasoning?

Split students into teams. Each team will

solve a problem, agree upon an answer,
and show the teacher their work/solution.
Teams get points based on right answers
and the amount of work shown. Team with
the most points wins the prize (extra credit,
candy, etc.)

The teacher will write the problem on the

board for the teams to solve. Then the teacher
will walk around observing the groups,
stepping in the discussion when necessary.
When all teams are done the teacher will show
the solution on the board.

Students will solve the equations in their

groups deciding on a correct solution to
show the teacher.

Transition:

Does it matter which steps/operations you do first?

How do you decide which steps to do first?
Activity/Task 3:
How will the task require student conjectures and
communication?

Students will take an individual marker

board to their desk with a marker and an
eraser. A problem will be put on the board
for the students to solve, showing their
work the whole time. Students will get
points based on the amount of work they
show and correct answers. Students in
first, second, and third place win a prize.

The teacher will put the problems on the

board. Then the teacher will walk around to
observe students working and check answers.
After all students are done, the answer will be
put on the board and discussed if any students
misunderstood.

Students will work the problems out on their

marker board, showing all their steps as they
go. Once done, they will show the teacher in
order to see how many points they get.

The teacher will walk around observing

students and assisting them when necessary.

Students will write a detailed explanation of

how to solve the given equation. They will
use their previous knowledge of writing
expressions and order of operations in the
process.

Student-led closure and checking for student

understanding of the learning target

12+3
5
There is a new student in class today.
Write how you would explain to this new
student the steps involved in solving the
given expression. Be as detailed as
possible, so the student will be able to
apply the knowledge to all problems.
25+ ( 163 5 ) +

Materials needed: markers, paper, pencil, calculator

Technology tips: ______________________

CCSS for Mathematical Practices Lesson Planning Tool

Unit: Relationships Between Quantities and Reasoning with Equations

Date:

Lesson: Properties of Numbers

Learning Target: As a result of todays class, students will be able to:

Recognize, identify, and use the properties of equality and identity.

Recognize, identify, and use the commutative and associative properties.
Formative Assessment: How will students be expected to demonstrate mastery of the learning target during in-class checks for understanding?

Students will evaluate and explain problems at the board and turn in an exit slip with an evaluated expression explained on it.
Probing Question for Differentiation on Mathematical Tasks
Assessing Questions (used to scaffold instruction for students who are stuck
Advancing Questions (used to further learning for students who are ready to advance beyond the
during the lesson or the lesson tasks)
standard during class)

Which properties are similar to one another?

What are some ways to help you remember these properties?

What are some tricks you can use to remember each property?
How do you know the difference between the inverse properties and the
identity properties?

Mathematical Practice: Which student mathematical practice(s) will be targeted for proficiency development during this lesson? Be specific about how the students will demonstrate the
practices.

2- Reason abstractly and quantitatively: Identify which properties can be used, and use them to simplify problems.
3- Construct viable arguments and critique the reasoning of others: Explain why certain properties are used and why.
Content Standard: What standard is the contributing to student learning or progression toward?

A.SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
Activities/Tasks

What will the teacher be doing?

What will the students be doing?

How will students be actively engaged in each part of the
lesson?

Beginning of class routines:

Warm-up activity connecting to prior knowledge (Entry)

Students will make flashcards of the

properties on pgs 16/17, and 25.
Flashcards need the name of the property,
the definition, and an example of the
property.

The teacher will walk around the room

observing students, assisting with the
definitions and examples as necessary.

Students will use notecards to make

flashcards out of the properties. The
definitions will need to be in their own
words and an example should be included.

Transition:

Students will get into pairs with their flashcards.

Activity/Task 1:
How will the students be engaged in understanding the
learning targets?

Students will be put in pairs and quiz each

other on the properties. One student will
hold the flashcard up with the description
and example, and the other student will say
which property it is. They will take turns.

The teacher will walk around and observe

students. While listening to the discussion, the
teacher will step in to make any corrections as
necessary.

Students will take turns quizzing each other

over the properties. They will show their
partner the description and example and their
partner will have to name the property.

The teacher will name properties for the teams

and check answers as team members answer.
If no team gets the answer right, the teacher
will talk the students through acceptable
examples.

Students will give examples of the properties

before the other team. Each student will go
at least once depending on time. The team
with the most rounds won will win the game.

Transition:

Students will be put into teams.

Activity/Task 2:
How will the task develop student sense-making and
reasoning?

A player from each team will go to the

board. The teacher will name a property.
The first student to put a correct example
of the property on the board using
variables or numbers wins that round for
their team. The team with the most points
wins the game.
Transition:

Students will find a place at the board with a marker in hand.

Activity/Task 3:
How will the task require student conjectures and
communication?

A problem will be written on the board.

Students will look for shortcuts to evaluate
the expressions using the properties they
know. Each time they use one of the
properties, they will write the name of the
property out to the side to explain their
step.

The teacher will give an example of how to

evaluate an expression using the properties as
a short cut. Then the teacher will give the
students expressions to evaluate. While the
students work, the teacher will observe and
step in as necessary to assist the students.

Students will evaluate the expressions,

simplifying each step using the properties. If
necessary, the student will copy the work in
his/her notes or take a picture of the board
for an example.

Student-led closure and checking for student

understanding of the learning target

Students will turn in an exit slip evaluating

an expression, simplifying using the
properties as they go. The properties they
use should be written out to the side to
explain what they did.

The teacher will walk around the room

observing students while they work. As the
students finish, the teacher will collect the exit
slips.

The student will evaluate one last problem

using the properties to simplify as they go.

1
( 128 ) +3( 15 52)
4
Materials needed: markers, pencil, paper, calculator

Technology tips: ______________________

CCSS for Mathematical Practices Lesson Planning Tool

Unit: Relationships Between Quantities and Reasoning with Equations

Date:

Lesson: Equations

Learning Target: As a result of todays class, students will be able to:

Students will solve equations with one or two variables.

Formative Assessment: How will students be expected to demonstrate mastery of the learning target during in-class checks for understanding?

Students will solve problems on individual marker boards and in partners as a team.
Probing Question for Differentiation on Mathematical Tasks
Assessing Questions (used to scaffold instruction for students who are stuck
Advancing Questions (used to further learning for students who are ready to advance beyond the
during the lesson or the lesson tasks)
standard during class)

What is the difference between an expression and an equation?

Which operations are opposite of each other?
What do no solutions and infinite solutions look like?

How does having an equal sign affect how you will solve the problem?
How can you check your answer yourself?

Mathematical Practice: Which student mathematical practice(s) will be targeted for proficiency development during this lesson? Be specific about how the students will demonstrate the
practices.

3- Construct viable arguments and critique the reasoning of others: Students will solve equations and explain how they came to the solution.
Content Standard: What standard is the contributing to student learning or progression toward?

A.CED.1 Create equations and inequalities in one variable and use them to solve problems.
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Activities/Tasks

What will the teacher be doing?

What will the students be doing?

How will students be actively engaged in each part of the
lesson?

Beginning of class routines:

Warm-up activity connecting to prior knowledge (Entry)

Solve the following problems:

3+?=5

?1=7

6
=3
?

The teacher will walk around observing the

students, answering any questions they may
have about the problems.

Students will solve the problems without

using a calculator. Any method may be used
that is appropriate with the problem.

Transition:

How does the problem change when the question mark becomes a variable?
How would you show the work you did to get to your answer?
Activity/Task 1:
How will the students be engaged in understanding the
learning targets?

-Do examples 1-5, following each with the

corresponding guided practice problems.

The teacher will model how to correctly show

work and solve each problem. Then the
guided practice problems will be put on the
board for the students to try. If students are
unsure, the teacher will guide them through the
problems.

Students will take notes, or take pictures in

place of notes, of the examples. Then they
will attempt the guided practice problems on
their own. Volunteers will go to the board to
present their guided practice problems by
explaining the steps they took and the answer
they got.

The teacher will give the students problems to

solve together. While the students work, the
teacher will walk around the room listening to
discussion. If a pair is struggling to agree
upon an answer, the teacher will step in to
help.

Students will work with their partner to solve

equations. They will only do one step at a
time, then pass the paper to their partner.
When it is their turn they are to check their
partners work, then do the next step until the
problems are solved.

Transition:

Students will be put into pairs.

Activity/Task 2:
How will the task develop student sense-making and
reasoning?

Students will work in pairs to solve

problems together. They will be given a
problem, one student will do the first step
in solving the problem, then pass the paper
to their partner. The partner will check the
step that was done, then do the next step.
This process will continue until the
problems are solved.
Transition:

Students will move back to their seats and get an individual marker board.

Activity/Task 3:
How will the task require student conjectures and
communication?

A problem will be written on the board and

each student will solve it on a marker
board. As they finish they will have the
teacher check their work. When all
students are done, the teacher will go over
it on the board.

The teacher will put problems on the board for

students to solve. As students finish, the
teacher will check their work. When all
students are done, the teacher will solve the
problem on the board, explaining the steps
necessary to solve it.

Students will use their knowledge of solving

problems to find the missing variable. When
finished, they will have the teacher check
their work.

The teacher will write the 3-2-1 prompts on the

board and answer any questions the students
have while doing the activity. As the students
finish, the teacher will goa round and pick up
the papers. If time allows, the teacher will go
through each paper and read the questions the
students still have. The teacher will also ask
guiding questions/comments to help lead
students to the answers of those questions.

Students will complete the 3-2-1 activity,

then use their knowledge of solving
multistep equations to answer the questions
they and their classmates still have.

Student-led closure and checking for student

understanding of the learning target

Students will complete a 3-2-1 Activity

Three new facts I learned
Two ah-has that popped into
mind
One big question that I still have
If time allows, the teacher will read the
questions the students still have, and the
class will work to answer each students
question.

Materials needed: markers, individual marker boards, pencil, paper

Technology tips: ______________________

CCSS for Mathematical Practices Lesson Planning Tool

Unit: Relationships Between Quantities & Reasoning with Equations

Date:

Lesson: Solving Multi-Step Equations

Learning Target: As a result of todays class, students will be able to:

Students will recognize when equations require more than one step to solve.
Students will solve equations involving more than one operation.
Students will solve equations with variables on both sides of the equal sign.
Students will solve equations involving grouping symbols.
Formative Assessment: How will students be expected to demonstrate mastery of the learning target during in-class checks for understanding?
Students will explain the steps they are using to solve problems at the board.

Probing Question for Differentiation on Mathematical Tasks

Assessing Questions (used to scaffold instruction for students who are stuck
Advancing Questions (used to further learning for students who are ready to advance beyond the
during the lesson or the lesson tasks)
standard during class)

How many numbers are on the same side as the variable?

What operation is happening between the numbers and the variable?
How can we undo those operations?

How can you tell how many steps it will take to solve the equation?
What steps do you go through in solving the equations?

Mathematical Practice: Which student mathematical practice(s) will be targeted for proficiency development during this lesson? Be specific about how the students will demonstrate the
practices.

1-Make sense of problems and persevere in solving them: Students will have to recognize when a problem will take more than one/two steps. Then they will have to
determine the appropriate steps necessary to solve the problem. From there they will carry out the plan and solve the problem.
5-Use appropriate tools strategically: Students will have to decide what is needed to solve the problem (pencil, paper, calculator will be the most common).
8-Look for and express regularity in repeated reasoning: Students will look for clues that lead to shortcuts and/or patterns in solving equations.
Content Standard: What standard is the contributing to student learning or progression toward?

A.REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the
original equation has a solution. Construct a viable argument to justify a solution method.
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Activities/Tasks

What will the teacher be doing?

What will the students be doing?

How will students be actively engaged in each part of the
lesson?

Beginning of class routines:

Warm-up activity connecting to prior knowledge (Entry)
Chief Justice Rehnquist served on the Supreme Court for
33 years until his death in 2005. Write and solve an
equation to determine the year he was confirmed as a
justice on the Supreme Court.

Take attendance
Walk around classroom observing student
work.

On a cold January day, Mavis noticed that the

temperature dropped 21 degrees over the course
of the day to 9C. Write and solve an equation
to determine what the temperature was at the
beginning of the day.
Transition:

How many steps did each of these problems have?

What do you think happens if there is more than one number with the variable?
What about if theres more than one variable in the equation?

Students will first attempt the problem on their own.

Once finished, two volunteers will go to the
whiteboard, put the problem on the board, and explain
their work. As a class, we will discuss whether we
agree with their work or not. If we do not, we will
discuss the appropriate steps to correctly solve the
problem.

Activity/Task 1:
How will the students be engaged in understanding the
learning targets?

-Do examples 1 & 2 on pgs 91-92, and examples 14 on pgs 97-99. (guided practice questions after
each example, too)

Model the multi-step equations using a different color

for each step on the marker board.
Write the guided practice questions on the board, walk
around answering any questions the students may have.
Pick a volunteer to do and explain each guided practice
problem on the board (should be enough for each
student to do one)

Students will take notes and/or take pictures of the

problems on the board with their cell phones.
They will attempt the guided practice problem on
their own, then explain their problem to the class.

Transition:

How do you decide how many steps it will take to solve the equations?
How are the multistep equations similar to the one-step equations?
Activity/Task 2:
How will the task develop student sense-making and
reasoning?

Numbers corresponding to problems from the book

will be in a bowl. Students will draw a number, do
the problem, and explain the steps as they go. They
will be the teacher, and their classmates will be the
students, asking questions when necessary.

Assist students when necessary while they prepare their

problem. Observe the teacher/student scenario and
provide comments/questions that help keep the class on
the right track. Step in if a question is asked that the
student is struggling to answer.

Students will use their knowledge of solving

equations to solve and explain a problem as the
teacher to the rest of the class. When it is not their
turn, they will participate in class discussion as they
would for any teacher.

Transition:

Students will roll a number cube to see who their partner will be (numbers correspond to student names).
Activity/Task 3:
How will the task require student conjectures and
communication?

Students will be put in pairs. Each will be given a

complex, multistep equation to solve. First, they
will do the first step of their problem. Then they
will trade papers with their partner, and do the next
step of the problem. This process will continue
until each problem is solved. Once they are both
solved, they will discuss each problem to be sure
that the steps were done correctly, and make any
corrections necessary to make the solution correct.

The teacher will walk around observing and assisting

the groups as necessary. Listen to conversations
between groups and provide insight when able.

Student will collaborate with a partner in solving two

complex, multistep equations. They will use their
knowledge of solving multistep equations to make
decisions and explanations of the steps necessary to
the problems they are given.

Student-led closure and checking for student

understanding of the learning target

Students will complete a 3-2-1 Activity

Three new facts I learned
Two ah-has that popped into mind
One big question that I still have
If time allows, the teacher will read the questions
the students still have, and the class will work to
answer each students question.

Materials needed: Book, paper, pencil, calculator

The teacher will write the 3-2-1 prompts on the board

and answer any questions the students have while doing
the activity. As the students finish, the teacher will goa
round and pick up the papers. If time allows, the teacher
will go through each paper and read the questions the
students still have. The teacher will also ask guiding
questions/comments to help lead students to the answers
of those questions.

Students will complete the 3-2-1 activity, then use

their knowledge of solving multistep equations to
answer the questions they and their classmates still
have.

Technology tips: ___________________________________

CCSS for Mathematical Practices Lesson Planning Tool

Unit: Relationships Between Quantities and Reasoning with Equations

Date:

Lesson: Solving Equations Involving Absolute Value

Learning Target: As a result of todays class, students will be able to:

Students will evaluate absolute value expressions and solve absolute value equations.
Formative Assessment: How will students be expected to demonstrate mastery of the learning target during in-class checks for understanding?

Students will solve problems at the board and explain the steps as they go.
Probing Question for Differentiation on Mathematical Tasks
Assessing Questions (used to scaffold instruction for students who are stuck
Advancing Questions (used to further learning for students who are ready to advance beyond the
during the lesson or the lesson tasks)
standard during class)

What does absolute value mean?

What symbol is used to show absolute value?
How many answers are there for absolute value expressions?

Why do you have to solve two different problems when solving absolute
value equations?
What do you have to be careful of when graphing on a number line?

Mathematical Practice: Which student mathematical practice(s) will be targeted for proficiency development during this lesson? Be specific about how the students will demonstrate the
practices.

3- Construct viable arguments and critique the reasoning of others: Students will explain the steps theyre taking to solve absolute value
expressions and equations.
7- Look for and make use of structure: Students will identify when two separate problems are needed and use the two problems to solve the
absolute value equations.

Content Standard: What standard is the contributing to student learning or progression toward?

A.REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting
from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Activities/Tasks

What will the teacher be doing?

What will the students be doing?

How will students be actively engaged in each part of the
lesson?

Beginning of class routines:

Warm-up activity connecting to prior knowledge (Entry)

Students will solve the following

equations.
f +5=17 b1=3 3 n4=1

The teacher will walk around the room

observing students working, helping as
necessary.

Students will solve the three problems on

their own. Volunteers will put their answers
on the board and explain how they go their
solution.

Transition:

If we had grouping symbols, like parentheses, do you believe it will change how you solve the problem?
Activity/Task 1:
How will the students be engaged in understanding the
learning targets?

-Do examples 1-4 on pages 103-105,

following with the corresponding guided
practice problems.

The teacher will put the guided practice

problems on the board after doing examples
using a different color for every step. The
teacher will walk around the room observing
students working, assisting the students as
necessary.

Transition:

Students will find a place at the board with a marker prepared to solve a problem.

Students will attempt the guided practice

questions on their own. When all are done,
volunteers will show their work and explain
the problem on the board.

Activity/Task 2:
How will the task develop student sense-making and
reasoning?

Numbers corresponding to problems from

the book will be in a bowl. Students will
draw a number, do the problem, and
explain the steps as they go. They will be
the teacher, and their classmates will be the
students, asking questions when necessary.

Assist students when necessary while they

prepare their problem. Observe the
teacher/student scenario and provide
comments/questions that help keep the class on
the right track. Step in if a question is asked
that the student is struggling to answer.

Students will use their knowledge of solving

equations to solve and explain a problem as
the teacher to the rest of the class. When it is
not their turn, they will participate in class
discussion as they would for any teacher.

The teacher will walk around the room

observing students and listening to the
discussion. The teacher will step in when
necessary to assist the groups as they work.

Students will work cooperatively with their

group to solve as many problems as they can.
They will have to decide if they should each
solve a problem, then check as many as they
can, or if they should solve and check one by
one. Once the time is up, they will turn in
only those that had been agreed upon by the
total group.

The teacher will walk around the room

observing students work, only assisting when
necessary. As students finish the teacher will
pick up their explanation.

Students will write a detailed explanation in

their own words of how to solve absolute
value expressions and equations. Full
sentences should be used.

Transition:

Students will be split into teams.

Activity/Task 3:
How will the task require student conjectures and
communication?

Students will be put into teams where they

will work through problems together. A
certain number of problems will be
assigned. There will be a time limit set,
and the group will have to have an agreed
upon solution for as many of the problems
as they could get through. The team with
the most problems solved correctly wins.
Student-led closure and checking for student
understanding of the learning target

Students will write an explanation of how

to solve absolute value expressions and
equations to a new student joining the
class. The explanation should be detailed
enough that the new student can follow the
steps in solving a new problem on their
own.

Materials needed: markers, pencils, paper, calculator

Technology tips: ______________________