Lesson Title: Solving Equations by Adding and Subtracting

Grade: 9th Grade

Subject: Algebra 1

Unit Outcome:
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
CCSS.MATH.CONTENT.HSA.REI.A.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.
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
Lesson Outcome:
TLW: Know how to solve a one variable equation with addition.
TLW: Know how to solve a one variable equation with subtraction.
Rationale/Purpose of lesson:
The purpose of this lesson is to help start building a foundation for students to be able to solve
equations that require more than one variable along with more than one arithmetic style. Students
will gain confidence along with understanding that be the beginning of this useful discipline. The
students must master this concept first in the long road of equation solving.
Assessment:
The teacher will do an informal assessment while teaching the lesson by calling on students to
help with notes/examples. After notes when the students are working on assigned problems the
teacher will make their way around the classroom stopping in with students to verify that they
understand the material and even possibly give a little further instruction if need be. Following
class there will be an exit slip that will have a problem on it just like the ones from the lesson.
The teacher will look these over to check for comprehension as well.
Materials:
Note/Homework Packet
Exit slip
White Board/Markers

Journals
Introduction:
The kids will free write in their journals with the topic of: Tell me everything that you know or
how you feel about equations. They will free write for roughly five minutes or until I feel like
they have exhausted the topic and then the lesson will begin. I am a huge advocator for writing
across the curriculum so this is a way to get the students focused for class while giving them a
little writing practice.
Procedures:
1. The students will come into class and they will check the board for the agenda of the day
along with the goals that the teacher has for them. They will begin their journal writing
which will get them thinking about the topic of the day.
2. The teacher will hand out the note/homework packets and begin to teach the first lesson.
Students will follow along in the packet or in whatever way they see fits them the best. At
any time throughout the lesson the teacher will call upon a random student to help solve
an example problem. The randomness of who gets called upon will help to keep the
students focused.
3. Once the lesson is done the teacher will instruct the students to do the homework
problems in the packet that was handed out. The problems are not technically homework,
they are there for practice. For todays lesson the students will be required to do #1, #6,
#10, and #12. The students will have more than enough time to complete them in class.
4. While the students are working on homework the teacher will walk around the class
checking in with the students to make sure that they understand what is expected of them
and that they understand the lesson.
5. Before the end of class the teacher will hand out an exit slip that the students have to
complete and give the teacher as they walk out the door. This helps show the teacher what
the students really understood from the lesson.
6. The teacher will tell all the students to have a great day as they leave the classroom.
Homework:
The students will have to complete #1, 6, 10, and 12 in the packet. If by some chance they do
not complete those problems then the students will have to work on them at home.
Closure:
The teacher will ask the class if there are any final thoughts or questions on what was
covered today and then the teacher will give the students confidence by telling them that they
did an AMAZING job.
Evaluation and Reflection:
The teacher will look at how the students are completing the problems as he/she walks
around the classroom during homework time and decide whether more instruction on that
specific topic is needed. The exit slip will be looked at and the data collected from those will
help to solidify what happens moving forward. The final evaluation tool for this lesson will
be the homework assigned. When the students are working on their beginning class exercise
tomorrow the teacher will walk around to make sure students have those four problems done.

Following that the teacher will ask if anyone needs to go over any problem from the packet
that was attempted yesterday.

Lesson Title: Solving Equations by Multiplying and Dividing

Grade: 9th Grade
Subject: Algebra 1

Unit Outcome:
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
CCSS.MATH.CONTENT.HSA.REI.A.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.
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
Lesson Outcome:
TLW: Know how to solve a one variable equation with multiplication.
TLW: Know how to solve a one variable equation with division.
Rationale/Purpose of lesson:
The purpose of this lesson is work off from the previous lesson to complete the fundamental
basics for solving equations. This lesson completes everything that the students need to know for
solving equations. It helps to give them all the tools to fill their equation solving tool chest.
Assessment:
The teacher will do an informal assessment while teaching the lesson by calling on students to
help with notes/examples. After notes when the students are working on assigned problems the
teacher will make their way around the classroom stopping in with students to verify that they
understand the material and even possibly give a little further instruction if need be. Following
class there will be an exit slip that will have a problem on it just like the ones from the lesson.
The teacher will look these over to check for comprehension as well.
Materials:

Note/Homework Packet
Exit slip
White Board/Markers
Journals
Introduction:
The kids will free write in their journals with the topic of: What type of technology helps me
learn more efficiently and why? They will free write for roughly five minutes or until I feel like
they have exhausted the topic and then the lesson will begin. I will read a few of these to get a
feel for the way that my students like to learn using technology. I will then try my best to
incorporate these types of technology in our future lessons.
Procedures:
1. The students will come into class and they will check the board for the agenda of the day
along with the goals that the teacher has for them. They will begin their journal writing
which will get them thinking about the topic of the day.
2. The teacher will walk around class checking to see if the students got the assigned work
done.
3. When the students are done writing in their journals the teacher will ask the students if
there are any questions from the previous days homework packet and if there are then
they will go over them as a class.
4. The teacher will begin teaching the lesson. Once all of the example questions have been
covered the teacher will split the class into groups to have them work on the problems in
the homework packet. Candy will be awarded to the team who get the most problems
done.
5. While the students are working on homework the teacher will walk around the class
checking in with the students to make sure that they understand what is expected of them
and that they understand the lesson.
6. Before the end of class the teacher will hand out an exit slip that the students have to
complete and give the teacher as they walk out the door. This helps show the teacher what
the students really understood from the lesson.
7. The teacher will tell all the students that they did great today as they leave the classroom.
Homework:
The students will not have any homework specifically for today. They always are welcome to
complete more of the problems in the packet if they feel like they need extra help or practice.
Closure:
The teacher will ask the class if there are any final thoughts or questions on what was
covered today and then the teacher will give the students confidence by telling them that they
are the BEST MATH STUDENTS EVER!
Evaluation and Reflection:

The teacher will look at how the students are completing the problems as he/she walks
around the classroom during homework time and decide whether more instruction on that
specific topic is needed. The exit slip will be looked at and the data collected from those will
help to solidify what happens moving forward. The final evaluation tool for this lesson will
be the homework assigned. When the students are working on their beginning class exercise
tomorrow the teacher will walk around to make sure students have those four problems done.
Following that the teacher will ask if anyone needs to go over any problem from the packet
that was attempted yesterday.

Lesson Title: Solving Two Step and Multistep Equations

Grade: 9th Grade
Subject: Algebra 1

Unit Outcome:
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
CCSS.MATH.CONTENT.HSA.REI.A.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.
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
Lesson Outcome:
TLW: Know how to solve a two-step single variable equation.
TLW: Know how to solve a single variable equation with more than two steps.
Rationale/Purpose of lesson:
The purpose of this lesson is work off from the previous lesson to complete the fundamental
basics for solving equations. This lesson combines skills from the previous two lessons and
shows the students how to solve equations when there is still one variable but more than one
arithmetic.
Assessment:

The teacher will do an informal assessment while teaching the lesson by calling on students to
help with notes/examples. After notes when the students are working on assigned problems the
teacher will make their way around the classroom stopping in with students to verify that they
understand the material and even possibly give a little further instruction if need be. Following
class there will be an exit slip that will have a problem on it just like the ones from the lesson.
The teacher will look these over to check for comprehension as well.
Materials:
Note/Homework Packet
Exit slip
White Board/Markers
Mini whiteboards
Journals
Introduction:
The kids will free write in their journals with the topic of: What are you excited for about this
upcoming weekend? They will free write for roughly five minutes or until I feel like they have
exhausted the topic and then the lesson will begin. I will read a few of these to build
relationships with my students. I will make it a point to note what things each student has going
on in their lives so I can touch on them at a later time. It will go a long ways in making them feel
like they are important.
Procedures:
1. The students will come into class and they will check the board for the agenda of the day
along with the goals that the teacher has for them. They will begin their journal writing
which will get them thinking about the topic of the day.
2. When the students are done writing in their journals the teacher will ask the students if
there are any questions from the previous days homework packet and if there are then
they will go over them as a class.
3. The teacher will begin teaching the lesson. Once all of the example questions have been
covered the teacher will hand out mini white boards and markers. The instructor will
write problems on the board in front of class and then the students will solve them on
their white boards. This will take the place of homework. As the students raise their
boards up. If they are correct the student will wait patiently for the next question. If they
got something in the problem wrong then the teacher will walk over to them and give
them guidance about what it is that they messed up on.
4. Before the end of class the teacher will hand out an exit slip that the students have to
complete and give the teacher as they walk out the door. This helps show the teacher what
the students really understood from the lesson.
5. The teacher will tell all the students that they did great today as they leave the classroom.
Homework:

The students will not have any homework specifically for today. They always are welcome to
complete more of the problems in the packet if they feel like they need extra help or practice.
Closure:
The teacher will ask the class if there are any final thoughts or questions on what was
covered today and then the teacher will give the students confidence by telling them that they
are the BEST MATH STUDENTS EVER! Then the teacher will briefly explain what the nest
type of problems are like that they will be working on.
Evaluation and Reflection:
The teacher will look at how the students are completing the problems on their mini white
boards to see if more specific topic is needed. The exit slip will be looked at and the data
collected from those will help to solidify what happens moving forward. Then tomorrow
after the students get done with their journals that the teacher will ask if anyone needs to go
over any problem from the packet that was attempted yesterday.

Lesson Title: Solving Equations with variables on both sides

Grade: 9th Grade
Subject: Algebra 1

Unit Outcome:
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
CCSS.MATH.CONTENT.HSA.REI.A.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.
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
Lesson Outcome:
TLW: Know how to solve a one variable equation with that variable on both sides of the equal
sign.
Rationale/Purpose of lesson:

The purpose of this lesson is work off from the previous lesson to complete the fundamental
basics for solving equations. This lesson like the previous one reinforces the adding, subtracting,
multiplication, and dividing skills that where taught in the early lessons of the unit. A major
purpose of this lesson is to help students become extremely proficient in those early acquired
skills.
Assessment:
The teacher will do an informal assessment while teaching the lesson by calling on students to
help with notes/examples. After notes when the students are working on assigned problems the
teacher will make their way around the classroom stopping in with students to verify that they
understand the material and even possibly give a little further instruction if need be. Following
class there will be an exit slip that will have a problem on it just like the ones from the lesson.
The teacher will look these over to check for comprehension as well.
Materials:
Note/Homework Packet
Exit slip
White Board/Markers
Baskets
Journals
Introduction:
The kids will free write in their journals with the topic of: Are you enjoying the way that these
lessons are being taught? And why? They will free write for roughly five minutes or until I feel
like they have exhausted the topic and then the lesson will begin. I will read a few of these to get
a little feedback on the way the class is responding to the way I am teaching the class. I will
make adjustments in the future based off from these journals.
Procedures:
1. The students will come into class and they will check the board for the agenda of the day
along with the goals that the teacher has for them. They will begin their journal writing
which will get them thinking about the topic of the day.
2. When the students are done writing in their journals the teacher will ask the students if
there are any questions from the previous days homework packet and if there are then
they will go over them as a class.
3. The teacher will begin teaching the lesson. Once all of the example questions have been
covered the teacher will explain to the kids the game of Around the Math World. There
are 10 different baskets that are located around the room and in order for the students to
get a problem from the next basket they have to get the answer correct and initialed by
the teacher. Candy will be awarded to everyone following great participation.
4. While the students are working on this activity the teacher will wait to initial and check
problems while taking note of the common mistakes that the students are making.

5. Before the end of class the teacher will hand out an exit slip that the students have to
complete and give the teacher as they walk out the door. This helps show the teacher what
the students really understood from the lesson.
6. The teacher will tell all the students that they did great today as they leave the classroom.
Homework:
The students will not have any homework specifically for today. They always are welcome to
complete more of the problems in the packet if they feel like they need extra help or practice.
Closure:
The teacher will ask the class if there are any final thoughts or questions on what was
covered today and then the teacher will give the students confidence by telling them that they
are the BEST CLASS I HAVE EVER HAD!
Evaluation and Reflection:
The teacher will look at how the students are completing the problems in the activity and
decide whether more instruction on that specific topic is needed. The exit slip will be looked
at and the data collected from those will help to solidify what happens moving forward.
Following the students journal the teacher will ask if anyone needs to go over any problem
from the packet whose problems were attempted in the around the world activity.

Lesson Title: Review of lesson 1-4

Grade: 9th Grade
Subject: Algebra 1

Unit Outcome:
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
CCSS.MATH.CONTENT.HSA.REI.A.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.
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.

Lesson Outcome:
TLW: Know how to solve a one variable equation with multiplication.
TLW: Know how to solve a one variable equation with division.
TLW: Know how to solve one step variable equations will addition and subtraction.
TLW: How to solve two and multi-step equations.
TLW: How to solve equations with variables on both sides of the equal sign.
Rationale/Purpose of lesson:
The purpose of this lesson is work off from the previous lessons to complete the fundamental
basics for solving equations. This lesson is to reinforce everything that has been taught until now
in this unit. Solving equations is such a vital skill to what you have to do throughout Algebra so
today is a today to have to students catch up and get all the little kinks out.
Assessment:
The teacher will do an informal assessment while walking around and observing what is going
on and how the students are doing solving problems. Today is kind of like a quiz day. The
students will work quietly and independently on the packet lesson 1-4. If they are struggling on
any concept or have questions the will ask the teacher and the teacher will make not of what
questions are being asked so that they can be addressed with the whole class if need be.

Materials:
Note/Homework Packet
Exit slip
Journals
Introduction:
The kids will free write in their journals with the topic of: What part of solving equations do I
need to get better at? They will free write for roughly five minutes or until I feel like they have
exhausted the topic and then the lesson will begin. I will read these to see how the students selfevaluate themselves and help them get better at the skills they think they need help on.
Procedures:
1. The students will come into class and they will check the board for the agenda of the day
along with the goals that the teacher has for them. They will begin their journal writing
which will get them thinking about the topic of the day.
2. When the students are done writing in their journals the teacher will ask the students if
there are any questions from the previous days homework packet and if there are then
they will go over them as a class.

3. The teacher will give instructions for how the review day will work. The teacher will tell
them that they are to work on the packet problem from lessons 1-4 and ask as many
questions as they need to.
4. While the students are working on the packet the teacher will be walking around the
classrooms helping with questions and giving feedback to the students.
5. Before the end of class the teacher will hand out an exit slip that the students have to
complete and give the teacher as they walk out the door. This helps show the teacher what
the students really understand from the previous lessons.
6. The teacher will tell all the students that they did great today as they leave the classroom.
Homework:
The students will not have any homework specifically for today. They always are welcome to
complete more of the problems in the packet if they feel like they need extra help or practice.
Closure:
The teacher will ask the class if there are any final thoughts or questions on what has been
covered so far and then the teacher will give the students confidence by telling them that they
are the GREAT MATHMATITIONS!
Evaluation and Reflection:
The teacher will look at how the students are completing the problems as he/she walks
around the classroom during review time and decide whether more instruction on that
specific topic is needed. The exit slip will be looked at and the data collected from those will
help to solidify what happens moving forward. Following tomorrow journal the teacher will
ask if anyone needs to go over any problem from the packet that was attempted yesterday.

Lesson Title: Solving for a Variable

Grade: 9th Grade
Subject: Algebra 1

Unit Outcome:
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
CCSS.MATH.CONTENT.HSA.REI.A.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.
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
Lesson Outcome:
TLW: Know how to solve for a specific variable.
Rationale/Purpose of lesson:
The purpose of this lesson is to build off from what was learned in the first half of the chapter
and use those skills to solve equations for a specific variable. This is the first vital step in being
able to do all other types of math going forward.
Assessment:
The teacher will do an informal assessment while teaching the lesson by calling on students to
help with notes/examples. After notes when the students are working on assigned problems the
teacher will make their way around the classroom stopping in with students to verify that they
understand the material and even possibly give a little further instruction if need be. Following
class there will be an exit slip that will have a problem on it just like the ones from the lesson.
The teacher will look these over to check for comprehension as well.
Materials:
Note/Homework Packet
Exit slip
White Board/Markers
Journals

Introduction:
The kids will free write in their journals with the topic of: Where do you see yourself using
equations in a real world setting? They will free write for roughly five minutes or until I feel
like they have exhausted the topic and then the lesson will begin. I will read a few of these to see
how students are feeling about equations. To many times students get frustrated because they do
not see any real world application. Then I will explain to the students what the agenda is for the
day.
Procedures:
1. The students will come into class and they will check the board for the agenda of the day
along with the goals that the teacher has for them. They will begin their journal writing
which will get them thinking about the topic of the day.

2. When the students are done writing in their journals the teacher will ask the students if
there are any questions from the previous days homework packet and if there are then
they will go over them as a class.
3. The teacher will begin teaching the lesson. Once all of the example questions have been
covered the teacher will explain to the students that they are supposed to work on the
problems in the packet. They can work on the independently or in a group. The choice is
theirs.
4. While the students are working on homework the teacher will walk around the class
checking in with the students to make sure that they understand what is expected of them
and that they understand the lesson.
5. Before the end of class the teacher will hand out an exit slip that the students have to
complete and give the teacher as they walk out the door. This helps show the teacher what
the students really understood from the lesson.
6. The teacher will tell all the students that they did great today as they leave the classroom.
Homework:
The students will be required to complete problem #4, #5, and #12. They can work on them
in class when it is time to work on the packets or they can take them home to work on them.
Closure:
The teacher will ask the class if there are any final thoughts or questions on what was
covered today and then the teacher will give the students confidence by telling them that they
are SCHOLARS!
Evaluation and Reflection:
The teacher will look at how the students are completing the problems as he/she walks
around the classroom during homework time and decide whether more instruction on that
specific topic is needed. The exit slip will be looked at and the data collected from those will
help to solidify what happens moving forward. The final evaluation tool for this lesson will
be the homework assigned. When the students are working on their beginning class exercise
tomorrow the teacher will walk around to make sure students have those three problems
done. Following that the teacher will ask if anyone needs to go over any problem from the
packet that was attempted yesterday.

Lesson Title: Solving for Rates, Ratios, and Proportions

Grade: 9th Grade
Subject: Algebra 1

Unit Outcome:

CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
CCSS.MATH.CONTENT.HSA.REI.A.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.
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
Lesson Outcome:
TLW: Know how to solve and use Rates.
TLW: Know how to solve and use Ratios.
TLW: Know how to solve and use Proportions.
Rationale/Purpose of lesson:
The purpose of this lesson is to get students to fully understand what rates, ratios, and
proportions really stand for. This is a vital concept not only to the chapter but also for real life
experiences. Often times students do not understand how increases and decreases of percents
work. Following this lesson students will feel comfortable using these different applications.
Assessment:
The teacher will do an informal assessment while teaching the lesson by calling on students to
help with notes/examples. After notes the students will be asked direct problems from the
homework packet and they will be competed on the mini white boards. The teacher will be
mindful to what types of problems the students are struggling with and make sure that is what
will get reinforced the next day. Following class there will be an exit slip that will have a
problem on it just like the ones from the lesson. The teacher will look these over to check for
comprehension as well.
Materials:
Note/Homework Packet
Exit slip
White Board/Markers
Journals
Mini White Boards/Markers
Introduction:

The kids will free write in their journals with the topic of: Talk about a time when you were
shopping and there a HUGE sale going on, how much was the discount? They will free write
for roughly five minutes or until I feel like they have exhausted the topic and then the lesson will
begin. I will read a few of these to get an understanding for how well students understand and
now about discounts and percepts from the beginning.
Procedures:
1. The students will come into class and they will check the board for the agenda of the day
along with the goals that the teacher has for them. They will begin their journal writing
which will get them thinking about the topic of the day.
2. The teacher will walk around class checking to see if the students got the assigned work
done.
3. When the students are done writing in their journals the teacher will ask the students if
there are any questions from the previous days homework packet and if there are then
they will go over them as a class.
4. The teacher will begin teaching the lesson. Once all of the example questions have been
covered the teacher will hand out mini whiteboards and the students will complete the
designated problems on them and checking if they have the correct answer for each and
every problem.
5. While the students are working on the white boards the teacher will use this time as an
evaluation tool to see how well the students understood the lesson.
6. Before the end of class the teacher will hand out an exit slip that the students have to
complete and give the teacher as they walk out the door. This helps show the teacher what
the students really understood from the lesson.
7. The teacher will tell all the students that they did great today as they leave the classroom.
Homework:
The students will not have any homework specifically for today. They always are welcome to
complete more of the problems in the packet if they feel like they need extra help or practice.
Closure:
The teacher will ask the class if there are any final thoughts or questions on what was
covered today and then the teacher will give the students confidence by telling them that they
are the BEST MATH STUDENTS EVER!
Evaluation and Reflection:
The teacher will look at how the students are completing the problems as he/she checks over
the white board solutions. The exit slip will be looked at and the data collected from those
will help to solidify what happens moving forward. Following the journals the next day the
teacher will ask if anyone needs to go over any problem from the packet that was attempted
yesterday.

Lesson Title: Application of Percents (Two Days)

Grade: 9th Grade

Subject: Algebra 1

Unit Outcome:
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays.
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
Lesson Outcome:
TLW: Know how to convert from a percent to a decimal and vise versa.
TLW: Know how to use ratios and formulate percents out of them.
Rationale/Purpose of lesson:
The purpose of this lesson is to build a strong stepping stone for the students when it comes to
working with fractions and decimals. We will try to work on a lot of mental math to hopefully
inhibit the use of calculators. The students should gain a lot of confidence after working on these
types of problems for two days.
Assessment:
The teacher will do an informal assessment while teaching the lesson by calling on students to
help with notes/examples. After notes the students will be given a worksheet on percent, ratio,
and proportions. On day one the teacher will work through each problem with the students as if
they were doing the assignment to checking for areas that were commonly messed up on. The
second day the students will work on their own on the packet and the teacher will evaluate how
they are doing by walking around the class and observing. Following class there will be an exit
slip that will have a problem on it just like the ones from the lesson. The teacher will look these
over to check for comprehension as well.
Materials:
Worksheet from online:
https://www.cnm.edu/depts/tutoring/tlc/res/accuplacer/8_Math_550_Percent_Word_Problems__
2_.pdf
Exit slip
White Board/Markers

Journals
Introduction:
The kids will free write in their journals with the topic of: What career in the math realm most
interests them and why? They will free write for roughly five minutes or until I feel like they
have exhausted the topic and then the lesson will begin. I will read a few of these to get a feel for
how the students feel about math and determine if I need to do things that will get them excited
or if they are already excited about math.
Procedures:
1. The students will come into class and they will check the board for the agenda of the day
along with the goals that the teacher has for them. They will begin their journal writing
which will get them thinking about the topic of the day.
2. When the students are done writing in their journals the teacher will ask the students if
there are any questions from the previous days homework packet and if there are then
they will go over them as a class.
3. (Day 1)The teacher will begin teaching the lesson. Once all of the example questions
have been covered the teacher will hand out the worksheet from online and the students
will work right along the teacher on them. This is hopefully helpful to students
(Day 2) the teacher will begin teaching the lesson. Once all of the example questions
have been covered the teacher will hand have the students work on the worksheet any
way that they want to.
4. While the students are working on the worksheet the teacher will walk around the class
answering any and all questions that the students have regarding these concepts.
5. Before the end of class the teacher will hand out an exit slip that the students have to
complete and give the teacher as they walk out the door. This helps show the teacher what
the students really understood from the lesson.
6. The teacher will tell all the students that they did great today as they leave the classroom.
Homework:
The students will not have any homework specifically for these two days of class but they
can always take the worksheet home and work on it on their own for extra practice.
Closure:
The teacher will ask the class if there are any final thoughts or questions on what was
covered today and then the teacher will give the students confidence by telling them that they
are going to do great on the chapter evaluation that is a couple days away!
Evaluation and Reflection:
The teacher will look at how the students are completing the problems as he/she walks
around the classroom during homework time and decide whether more instruction on that
specific topic is needed. The exit slip will be looked at and the data collected from those will
help to solidify what happens moving forward. Following the journal time the teacher will
ask if anyone needs to go over any problem from the packet that was attempted yesterday.

Lesson Title: Unit Review

Grade: 9th Grade
Subject: Algebra 1

Unit Outcome:
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
CCSS.MATH.CONTENT.HSA.REI.A.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.
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays.
Lesson Outcome:
TLW: Know how to solve a one variable equation with multiplication.
TLW: Know how to solve a one variable equation with division.
TLW: Know how to solve one step variable equations will addition and subtraction.
TLW: How to solve two and multi-step equations.
TLW: How to solve equations with variables on both sides of the equal sign.
TLW: Know how to solve and use Rates.
TLW: Know how to solve and use Ratios.
TLW: Know how to solve and use Proportions.
Rationale/Purpose of lesson:
The purpose of this lesson is work off from the previous lessons to complete the fundamental
basics for solving equations and using percents, proportions, and ratios. This lesson is to
reinforce everything that has been taught throughout this unit. Solving equations is such a vital
skill to what you have to do throughout Algebra so today is a today to have to students catch up
and get all the little kinks out.

Assessment:
The teacher will do an informal assessment while walking around and observing what is going
on and how the students are doing solving problems. The students will work quietly and
independently on the packet lesson unit review. If they are struggling on any concept or have
questions the will ask the teacher and the teacher will make not of what questions are being
asked so that they can be addressed with the whole class if need be.
Materials:
Note/Homework Packet
Exit slip
Journals
Introduction:
The kids will free write in their journals with the topic of: Who has been your favorite teacher
up until this point and why? They will free write for roughly five minutes or until I feel like
they have exhausted the topic and then the lesson will begin. I will read these to see what skills
those special teachers have and try to incorporate some of those skills into my own teaching style
Procedures:
1. The students will come into class and they will check the board for the agenda of the day
along with the goals that the teacher has for them. They will begin their journal writing
which will get them thinking about the topic of the day.
2. When the students are done writing in their journals the teacher will ask the students if
there are any questions from the previous days homework worksheet and if there are then
they will go over them as a class.
3. The teacher will give instructions for how the review day will work. The teacher will tell
them that they are to work on the packet problems for the unit review and ask as many
questions as they need to.
4. While the students are working on the packet the teacher will be walking around the
classrooms helping with questions and giving feedback to the students.
5. Before the end of class the teacher will hand out an exit slip that the students have to
complete and give the teacher as they walk out the door. This helps show the teacher what
the students really understand from the previous lessons.
6. The teacher will tell all the students that they did great today as they leave the classroom.
Homework:
The students will not have any homework specifically for today but it is highly suggested
that if they do not complete any of the review in class that they take it home and complete it.
Closure:
The teacher will ask the class if there are any final thoughts or questions on what has been
covered so far and then the teacher will give the students confidence by telling them that they
are all going to ACE THE EVALUATION!

Evaluation and Reflection:

The teacher will look at how the students are completing the problems as he/she walks
around the classroom during review time and decide whether more instruction on that
specific topic is needed. The exit slip will be looked at and the data collected from those will
help to solidify what happens moving forward. Following tomorrow journal the teacher will
ask if anyone needs to go over any problem from the packet that was attempted yesterday.

Unit 2 Evaluation

Solve:
13=m+7

. e-1/3=2/3

7=w+9.3

. -5.1+v=-7.1

The temperature during lunch was 72. This was 4 lower than predicted. Write and solve an
equation to determine the predicted lunchtime temperature.

8n=56

12v=-8

4/5 r=32

-4/7=-2/3 x

12.5=2g-3.5

-(b+5)=-6

7n-2 =5n+6

5(r-1)=2(r-4)-6

Bob has $60 in his savings account. His brother

Chris has $135 in his. Bob decides to save $5 of his
allowance each week while Chris decides to spend
all of his allowance along with $10 from his savings
each week.

a. After how many weeks will they have the same

amount of money in their accounts? __________

b. How much money will that be? ____________

4c=d for c

5 hg= jk

for h

Ann takes a taxi from the airport to reach her home. The taxi fare is $2.10 per mile, and
she gives the driver a $5 tip. If Ann pays a total of $49.10, write and solve an equation
to determine the miles between the airport and her home.

Convert to decimal
45%

99%

Convert to percent
.49

.09

If 5 students are in a room and 3 half blonde hair and 2 have black hair what is the ratio of the
students that have blonde hair as opposed to black hair?