WRITING

EQUATIONS
in Mathematics

INSTRUCTIONAL
------------------------
MANUAL

7th
Grade
WRITING EQUATIONS INSTRUCTIONAL MANUAL
CONTENTS

Unit Plan
Contents ...................................................................................... 2
Unit Introduction .......................................................................... 4
Lesson One: Read It! ................................................................... 6
Lesson Two: Identify Relevant Information ................................... 9
Lesson Three: Identify the Unknown .......................................... 12
Lesson Four: Key Words into Math Operations .......................... 15
Lesson Five: Words & Phrases into Expressions ....................... 18
Lesson Six: Checking Solutions ................................................. 21
Lesson Seven: Estimation .......................................................... 24
Lesson Eight: Writing Equations ................................................. 27

Print Materials
Appendices ................................................................................ 30
Appendix A: Read It! Fairy Tales & Pictures ............................... 31
Appendix B: Read It! Rally Table Cards ..................................... 35
Appendix C: Read It! Sage & Scribe .......................................... 37
Appendix D: Identify Relevant Info Cloze Notes ......................... 38
Appendix E: TMI T-Chart Sort .................................................... 39
Appendix F: Guided Practice Word Problems............................. 43
Appendix G: Missing Pieces Word Problems.............................. 44
Appendix H: Concept Quiz ......................................................... 45
Appendix I: A to Z Chart ............................................................ 46
Appendix J: Vocabulary Foldable ............................................... 47
Appendix K: Ticket Out Template ............................................... 48
AppendiX L: Number Trick: ........................................................ 49
Appendix M: Quiz, Quiz, Trade Vocabulary ................................ 50
Appendix N: Graffiti Wall Expressions ........................................ 53
Appendix O: Tranlating Phrases into Equations & Expressions . 54
Appendix P: Checking Solutions Cloze Notes ............................ 55
Appendix Q: Checking Solutions WS......................................... 56
Appendix R: Array Pictures ....................................................... 58
2
Appendix S: Estimation Cloze Notes ......................................... 60
Appendix T: Estimation Game .................................................... 61
Appendix U: Restate Word Problems ........................................ 62
Appendix V: Writing Equations Cloze Notes .............................. 63
Appendix W: Round Table Problems ......................................... 64
Appendix X: Writing Equtions Graphic Organizer ...................... 68
Appendix Y: Writing Equations Assessment .............................. 69

3
WRITING EQUATIONS INSTRUCTIONAL MANUAL
UNIT INTRODUCTION

Writing equations from word problems is the specific topic of this eight lesson instructional unit.
Although this topic can benefit multiple age groups and grades, the unit was created and tested at
the intermediate level with seventh grade math students. The performance objectives are
appropriate for sixth and seventh grade and directly link to the core standards for those grades.

INSTRUCTIONAL GOAL

Given multiple word problems, 7th grade math students will be able to write equations using
learning materials and resources including graphic organizers and highlighter to improve
learners’ proficiency in writing equations for math word problems.

PERFORMANCE OBJECTIVES

Below you will find a list of all the performance objectives that will be covered in this unit plan.

 Performance Objective 1: After reading a given word problems, SWBAT identify what the
word problem is asking by highlighting the question in each given problem.
 Performance Objective 2: Given a word problem divided into pieces, using a T-chart,
SWBAT correctly sort each piece identifying it as either necessary or unnecessary information
in the problem.
 Performance Objective 3: In groups of 3, SWBAT correctly identify the unknown quantity in
the problem.
 Performance Objective 3.1: In groups of 3, SWBAT name the unknown quantity using an
appropriate variable.
 Performance Objective 4: From memory, SWBAT identify the operation for a word phrase
by organizing the key words into the correct operation group on a graphic organizer.
 Performance Objective 5: From memory, SWBAT translate the word phrases into a simple
expression including all operations and switch phrases.
 Performance Objective 6: Given a value for the variable, SWBAT check if the answer fits the
situation in the problem by substituting a given variable.
 Performance Objective 7: Given a word problem and a possible answer, SWBAT determine
if the answer fits the situation in the problem by using estimation.
 Performance Objective 8: Using a graphic organizer, SWBAT write an algebraic equations to
represent the given word problem.
4
INSTRUCTIONAL STRATEGIES

The unit will be taught using a flipped classroom strategy where the teacher will create short
instructional videos as the main format for giving instruction. These instructional videos are
uploaded to EdPuzzle for student access from a teacher created class website. Students watch
these pre-recorded lectures of the teacher giving the content of the lesson focusing on the key
vocabulary and steps to successfully completing the desired performance objective. Students
watch as the teacher demonstrates how to complete two to four problems. Once the video is over,
students pause and try a set of problems on their own to demonstrate their understanding.
Students are given a variety tools and resources to accomplish their work including calculators
where applicable. After they have completed the problems, students bring their notes to the
teacher who then checks to see if the student understood correctly how to do the problems.
Additional activities are completed in groups or pairs. These activities can come before a lesson
as a concept preview or after the lesson the next day as a concept review. Some of the concepts
are presented as an activity based instructional day. During these lessons, students will not watch
a video or take notes. They engage in learning through group activities and practice.

MATERIALS AND RESOURCES

As the classroom structure is set up as a flipped classroom, students will need to work with a
Chromebook or other smart device to access the videos. The Chromebooks will be available in
the classroom. Students will also need headphones to listen to the videos. Optional headphone
splitters are also available in the class if students would like to pair up and watch the video. All
content will be organized on a teacher website. The URL will be provided to students and parents.
Calculators will also be provided for student in class use. Printed copies of the notes will be
provided for each student. Each performance objective will have some type of practice for the
students to do. The unit uses a variety of practice strategies such as sage and scribe partner
worksheets, concept sorts, graphic organizers for learning, matching activities, as well as some
traditional worksheets. All printed materials will be supplied to the students. Other tools and
resources will be available as needed like highlighters.

INSTRUCTIONAL SEQUENCE

Comprehensive lesson plans for each of the eight lessons in the unit are included in the following
pages. Each lesson details the performance objective, resources or materials needed, time
requirements, activities, assessments, and all other details essential for a teacher to present the
unit to students.

5
 Lesson
1
READ IT!

Lesson One

IN THIS SECTION:

 Fairy Tale Pictures & Stories

 Think Aloud

 Rally Table

 Sage & Scribe

 We’re Going Where?

6
Lesson Plan 1: Read It!
Performance Objective 1: After reading a
given a word problem, SWBAT identify what
the word problem is asking by highlighting
the question in each problem.

Materials:
Building Background: Picture Stories
 Class White Board Using a document camera, show 2 or 3
 Document Camera pictures from stories that might be familiar
 Dry Erase Markers to the students. Try to leave out identifying
 Highlighters characteristics so that it is more difficult for
 Student White students to connect the picture with the
Boards story right away (i.e. Little Red Riding Hood
 Read It! Fairy Tales could be a picture of a girl walking down a
& Pictures (See wooded path without a red cape). Read
Appendix A) corresponding short scenario for each of
 Read It! Rally Table the pictures. Do not read them in any
Cards (See particular order. Have students guess which
Appendix B) verbal scenario goes with each picture.
 Read It! Sage and Explain that even though the students might
Scribe (See have known the stories, it took reading each
Appendix C) scenario to properly connect each story
with its picture. Read the objective for
today.

7
Lesson 1: Read It! Modeled
Practice

Content Presentation: Think Aloud

Model reading several problems for students. Show students that it is important to read the
whole problem before they make a judgement about what the problem is asking. Model
restating the word problem in your own words. Visually illustrate each problem using
simple pictures or items. Highlight the question in the problem. Model rereading the
original problem to check that the highlighted question is indeed the question that is being
asked by the problem. After modeling a couple word problems, have a student do a
problem to give a peer example of your expectations. Give appropriate feedback as
necessary.

Learner Participation: Rally Table

Use a Rally Table strategy in small groups to have students practice. One student will read
a word problem. The next student will restate the problem in their own words. Another
student will visually illustrate it for the group. Finally, the last student will highlight the
question being asked. The first student will reread the question to check the groups work
and understanding. Students will do this with several problems as a group. While students
are working in groups, walk around the room to support the correct performance of the
task, giving feedback as necessary.

Assessment: Sage and Scribe

Students will work to complete a Sage and Scribe worksheet with a partner. The two
students work together to complete each problem. The first student tells the second one
what to do. The second student follows the given directions. After the problem is
completed, the students switch roles. Partners will do this with 4-6 different problems.

Closure: We’re Going Where?

At the end of the class, the teacher will ask, “We’re going where?” Students will pair share
and then whole group share what they think tomorrow’s lesson will be about.

8
 IDENTIFYING
RELEVANT

Lesson
INFORMATION

2
Lesson Two

IN THIS SECTION:

 Concept Review

 Flipped Classroom Instruction

 T-Chart Sort

 Thumbs Up, Thumbs Down

9
Lesson 2: Identify Relevant Information
Performance Objective 2: Given a word
problem divided into pieces, using a T-
chart, SWBAT correctly sort each piece
identifying it as either necessary or
unnecessary information in the problem.

Materials:
Building Background: Concept Review
 Chromebook On the second day of the unit, begin by
reviewing the previous day’s lesson.
 EdPuzzle Video
Remind students that they should always
 Headphones
read and reread the problem to identify the
 Highlighter question that is being asked. Read the

 Website Link objective for today. Explain what relevant

and irrelevant mean. Explain that
 Identify Relevant
sometimes a problem contains more facts
Info Cloze Notes
than you need to solve it. One strategy for
(See Appendix D) dealing with this is to underline or highlight

 TMI T-Chart Sort any relevant facts, and cross out information
that is not needed or to sort the information.
(See Appendix E)

10
Lesson 2: Identify Relevant Information

Content Presentation: Flipped Classroom

Student will pick up the materials for watching their cloze notes
for Identifying Relevant Information. This includes Chromebooks,
headphones, the cloze notes, and a highlighter. Students will access the notes
on the teacher website and watch the linked notes from EdPuzzle. Once
students have completed the Pause & Try section of the notes, they will bring
them to the teacher table to be checked. If they completed the problem
correctly, they can get the T-Chart Sort Activity.

Learner Participation: T-Chart Sort

Students will work in groups on the T-Chart Sort Activity. Each group will pick
up an envelope containing a T-chart and several word strips. The word strips
correspond to a set of word problems included on a separate piece of paper.
Students will read each word problem and then sort the word strips under the
relevant or irrelevant section of the T-chart. Each problem has a key for
students to self-check as they work.

Assessment: Concept Quiz

Concept Quiz will be given after lesson 3. Teacher will formatively assess
throughout the lesson.

Closure: Thumbs Up, Thumbs Down

At the end of class, students will come back together as a whole group. The
teacher will display a word problem on the document camera and read it. The
students will give a thumbs up or thumbs down to identify relevant or
irrelevant information.

11
IDENTIFY THE
UNKNOWN

Lesson
Lesson Three

3
IN THIS SECTION:

 Ball Toss

 Think Aloud

 Task Cards

 Concept Quiz

 Pair Share

12
Lesson 3: Identify the Unknown
Performance Objective 3: In groups of 3,
SWBAT correctly identify the unknown
quantity in the problem.
Performance Objective 3.1: In groups of 3,
SWBAT name the unknown quantity using an
Materials:
appropriate variable.

 Ball
 Counters
 Document
Camera Building Background: Ball Toss
 Dry Erase Boards To get students thinking, start class by
 Erasers tossing a ball to a student. Ask them tell the
 Markers group about something they learned the
 Guided Practice past two days. Once they have shared, they
Word Problems pass the ball to another student. Do this
(See Appendix F) several times. New student must come up
 Missing Pieces with something new they learned. If they
Word Problems need help, they can ask someone or the
(See Appendix G) teacher can give them a hint to help them

 Concept Quiz (See remember.

Appendix H)
Read the objective for the day.

13
Lesson 3: Identify the Unknown

Content Presentation: Think Aloud

Remind students that word problems are like stories. As we have discussed earlier,
it is important to read them to understand them. Just like stories, word problems
have parts or pieces like the beginning, middle, and end of a story. We have to find
out what piece is missing in each word problem in order to write an equation to
solve the problem. Display one of the intro word problems on the document
camera. Have a student read it out loud to the class. Model how to find the missing
information by using counters or other manipulatives to find the missing piece of
the problem and identify the other parts. Explain that students will use variables, a
letter, to represent the missing number or information in the problem. Model
assigning a variable to the unknown in the problem. Display another problem on
the board. Have a student volunteer to model identifying the missing information
and assigning a variable. Do this one or two more times.

Learner Participation: Task Cards

Students will work in small groups of 2-3 people to complete a set of task cards.
They are labeled Missing Pieces Partner Word Problems. Each group will pick up a
white board, marker, eraser, and a set of task cards to practice the concept.
Students should show their understanding by drawing a pictorial representation of
the problem on the white board. They can also use counters or manipulatives.
Helpful feedback will be provided by the teachers as she walks around the room
during the activity.

Assessment: Concept Quiz

This summative assessment will check student understanding of the first three
performance objectives in the unit: identifying the question, identifying relevant
information, and identifying the unknown quantity and assigning it a variable. Pass
out a copy of the assessment to each student. Have them complete the six problems
and turn it into the basket.

Closure: Pair Share

At the end of class, have students share something they knew and something they
struggled with on the concept quiz.

14
KEY WORDS
TO MATH
OPERATIONS

Lesson Four

IN THIS SECTION:

Lesson
4
 A-Z Chart

 Word Map

 Vocabulary Foldable

 Ticket Out

 Number Trick

15
Lesson 4: Key Words to Math Operations
Performance Objective 4: From memory,
SWBAT identify the operation for a word
phrase by organizing the key words into the
correct operation group on a graphic
organizer.

Materials:
Building Background: A-Z Chart
 Markers Give students an A-Z Chart. Tell them they
are going to do a 3-2-1 brainstorm activity.
 Timer
Students will take the next 3 minutes to
 White Board brainstorm words they know that indicate

 A to Z Chart (See an operation. The first minute they are to

work quietly and independently to see how
Appendix I)
many they can think of by themselves. The
 Vocabulary second minute, they can pair share using

Foldable (See whisper voices to add to their list. During

the third and final minute, they will get up
Appendix J)
and walk around to find as many new words
 Key Words to to add to their list. Use a timer to identify

Math Ticket Out each new minute. Have students return to

their seats when the 3 minutes is over. How
(See Appendix K)
many words did you come up with? Give a
 Number Trick small treat to the student with the most

(See Appendix L) words. Have them read their list to the class
to see if anyone has any other words that
are not included on their list.

Read the objective for the day. 16

Lesson 4: Key Words to Math Operations

Content Presentation: Word Map

Tell students that there are many ways we can organize information. Make a
word map to illustrate this concept. Start with mathematical operations and
extend out using each operation. As you add to the word map, discuss the
words that the students brainstormed and included additional definitions. For
instance, remind students that the inverse operation for division is
multiplication. This should be a brief review and introduction to guide note
taking using a foldable to organize the information.

Learner Participation: Vocabulary Foldable

Pass out the paper that will become the students’ notes and the vocabulary
foldable for this lesson. On the whiteboard, guide the students through
writing the notes step by step. Include the operation in word form and the
symbol. Also list the various words that indicate the different operations and a
math expression to help students correctly illustrate each operation. This is a
good time to talk to students about how to use a variable in each type of
expression (i.e. a number and a variable next to each other indicate
multiplication and the number should always go before as the coefficient.
Also remind students that we no longer use the old symbol to indicate division
but write a division problem as a fraction).

Assessment: Ticket Out

Give the students a piece of paper. Tell them to fold it in half twice creating
four boxes. As their Ticket Out of class, they will need to write at least 2 words
for each of the math operations. Have them put it in the basket and clean up.

Closure: Ticket Out

Go over a quick number trick with students. Have
them start with their birthday and then tell them
perform an operation using the vocabulary from the
day. See if they can follow the instructions. Ask them
how this activity connects with what they learned today.

17
TRANSLATING
WORDS &
PHRASES INTO
EXPRESSIONS

Lesson Five

IN THIS SECTION:

 Quiz, Quiz, Trade

 Think Aloud

Lesson
5
 Graffiti Wall

 Quick Check

 Whip Around

18
Lesson 5: Words & Phrases into Expressions
Performance Objective 5: From memory,
SWBAT translate the word phrases into a
simple expression including all operations
and switch phrases.

Materials: Building Background: Quiz Quiz Trade

Start by introducing vocabulary through
 Colored Markers posing several questions. What is an

 Graffiti Posters algebraic expression? What is the

 Timer
 Quiz, Quiz, Trade
Vocabulary (See
Appendix M)
 Graffiti Wall
Expressions (See
difference between an expression and an
equation? As students respond to the
questions, write any of the connecting
vocabulary on the board (i.e. variable,
constant, term, coefficient). Have students
do a quick Quiz, Quiz, Trade activity to
reinforce their understanding of these

Appendix N)
vocabulary words as well as review a few of
the previously taught vocabulary from
 Translating Phrases
lesson #4. Do this for about 3 minutes.
into Equations and
Read the objective for the day.
Expressions (See

Appendix O)

19
Lesson 5: Words & Phrases into Expressions

Content Presentation: Think Aloud

Start by introducing vocabulary through posing several questions. What is an
algebraic expression? What is the difference between an expression and an
equation? As students respond to the questions, write any of the connecting
vocabulary on the board (i.e. variable, constant, term, coefficient). Have students
do a quick Quiz, Quiz, Trade activity to reinforce their understanding of these
vocabulary words as well as review a few of the previously taught vocabulary from
lesson #4. Do this for about 3 minutes.

Learner Participation: Graffiti Wall

Set up a Graffiti Wall activity. Put several word statements on “posters” on the walls
around the room. For a Graffiti Wall, student will need markers to write on the
posters. Each group could have a different color marker to identify their answer
from other groups. Put students in groups. Display several possible expressions to
match each of the posters around the room. Have students rotate around the room in
their groups discussing which expression would match with each posted statement.
When they decide as a group, they will “graffiti” the poster with their written
expression. Use a timer to make sure that groups are moving around the room with
enough time to see and discuss each poster. Then have students return to their
seats. Provide feedback by discussing each poster and the student responses that
were left. Call on individual students to explain their groups reasoning for giving
their specific answer.

Assessment: Quick Check

Students will translate simple words or phrases into the correct corresponding math
sentence on a worksheet.

Closure: Whip Around

At the end of class prior to cleaning up, students do a Whip Around strategy where
each student in the class shares one thing that they learned from the lesson. This
strategy can be done using a ball to toss to the next participant or having each
student call on the next one to go. To save time, you can have groups Pair Share
and then call on one person from each group or table.

20
CHECKING
SOLUTIONS

Lesson Six

IN THIS SECTION:

 Stand Up, Hand Up, Pair Up

 Flipped Classroom

 Traditional Worksheet

 Favorite No

Lesson
6

21
Lesson 6: Checking Solutions
Performance Objective 6: Given a value
for the variable, SWBAT check if the answer
fits the situation in the problem by
substituting a given variable.
 Calculators

Materials Building Background: Stand Up Hand Up Pair Up

Ask students to think about different strategies
 Chromebook they use to check their answers. Maybe they

 EdPuzzle Video
don’t ever check to see if their final answer is
right. Tell the class that they are going to help
 Headphones
each other by sharing some of the way they
 Note Cards check their answers. If they don’t check their
 Website Link answers yet, have them talk about why it
might be important to check to see if an
 Timer
answer is correct. Once the class understands
 Checking Solutions
what they are to talk about, have them stand
Cloze Notes (See up, put their hand up, and pair up by giving
Appendix P) someone in the room a high five. Set the timer
for three minutes. When it goes off, have them
 Checking Solutions
return to their seats. Ask one or two students
Cloze Notes (See
to share what they learned.
Appendix Q) Read the objective for the day.

22
Lesson 6: Checking Solutions
Content Presentation: Flipped Classroom
Student will pick up the materials for watching their cloze notes for Checking
Solutions. This includes Chromebooks, headphones, the cloze notes, and a
calculator. Students will access the notes on the teacher website and watch the
linked notes from EdPuzzle. Once students have completed the Pause & Try section
of the notes, they will bring them to the teacher table to be checked. If they
completed the problem correctly, they can get the Checking Solutions worksheet.

Learner Participation: Worksheet

Students will work independently with a calculator to complete the Checking
Solutions worksheet. If they need additional support, they can talk to a shoulder
partner or raise their hand for the classroom expert to come help them if the
teacher is still checking off notes. The classroom helper is a student that has been
assigned by the teacher to be a content expert for the day. They can support any
students in the room if the teacher is unavailable. Once they have completed the
worksheet, they can check it on the key at the side table and turn it into the basket.

Assessment: Favoite No
Pass out an index card to each student. Write the following problem on the board.
x2  11  45; x  6 Have the students copy it onto the index card. Student will
complete the problem on their own and pass it in to the teacher.

Closure: Favorite No Discussion

The teacher will organize the index cards from the assessment part of the lesson
into Yes or No piles. Once the cards are sorted, the teacher will pick her favorite no.
This should be an example of a common mistake most students make when doing
the problem. Using the document camera, the teacher will re-write one of the
student problems on another index card including the students work and answer.
First start by asking the class, “What did the student do right?” Facilitate an open
discussion with the class. Next ask, “Where did they make a mistake?” Have
students respond to this inquire and discuss how they could fix the problem.

23
ESTIMATION

Lesson Seven

IN THIS SECTION:

 Picture Arrays

 Flipped Classroom

 Estimation Game

 Guessing Jar

Lesson
7

24
Lesson 7: Estimation
Performance Objective 7: Given a word
problem and a possible answer, SWBAT
determine if the answer fits the situation in
the problem by using estimation.

Materials: Building Background: Picture Array

Display a picture of objects set up in an
 Calculators array for about 30 seconds. Ask students to
 Chromebook estimate how many objects are in the
picture. Ask them how they figured out their
 EdPuzzle Video
answers. Take several comments from the
 Headphones class. Make a list of the different responses

 Ten-Sided Dice on the board. Ask the student what some

other instances we could use estimation.
 Website Link
Give a real world example like estimating
 Array Pictures the number of desks, chairs, or even

(See Appendix R) students in a class. Then ask the students if

it is important to use estimation when
 Estimation Cloze
figuring out our math problems.
Notes (See
Read the objective for the day.
Appendix S)

 Estimation Game

(See Appendix T)

25
Lesson 7: Estimation
Content Presentation: Flipped Classroom
Student will pick up the materials for watching their cloze notes for
Estimation. This includes Chromebooks, headphones, the cloze notes, and a
calculator. Students will access the notes on the teacher website and watch
the linked notes from EdPuzzle. Once students have completed the Pause &
Try section of the notes, they will bring them to the teacher table to be
checked. If they completed the problem correctly, they can get the Estimation
worksheet.

Learner Participation: Estimation Game

Students will work in partners to play the Estimation Game. Partners will need
to pick up a game board and two 10-sided dice. Students will follow the
instructions on the back of the game board. Play continues until the end of the
class period.

Assessment: Formative
This concept will not be formally assessed. However, the teacher will walk
around the room, monitor, and give feedback to student as they play the
estimation game.

Closure: Guessing Jar

Display a jar of jelly beans, M&M’s, or Skittles. Tell students to estimate the
total number of candies in the jar. Allow them to write their answers on a slip
of paper and put it in a bucket. The one lucky student who estimates the
closest to the correct total will win the jar of candy.

26
 WRITING
EQUATIONS

Lesson Eight

IN THIS SECTION:

 Restate It

 Flipped Classroom

 Simultaneous Round Table

 Comprehensive Assessment

 Pair Share

Lesson
8

27
Lesson 8: Writing Equations
Performance Objective8: Using a graphic
organizer, SWBAT write an algebraic
equations to represent the given word
Materials: problem.
 Chromebook
 Document Camera
 EdPuzzle Video
 Headphones Building Background: Restate It
 Highlighter Display one of the long word problems on
 Timer the board using the document camera.
 Website Link Have students work in groups on their
 Restate Word
tables. Students should read the problem
Problems (See
several times. How can the problem be re-
Appendix U)
 Writing Equations
written to make it shorter? Is there

Cloze Notes (See irrelevant information that can be left out?

Appendix V) Once each group has had a chance to
 Round Table reword the problem, let them share with the
Problems (See
class. Do this several time using new
Appendix W)
problems.
 Writing Equations
Graphic Organizer Read the objective for the day.
(See Appendix X)
 Writing Equations
Assessment (See
Appendix Y)

28
Lesson 8: Writing Equations
Content Presentation: Flipped Classroom
Student will pick up the materials for watching their cloze notes for Writing
Equations. This includes Chromebooks, headphones, the cloze notes, and a
highlighter. Students will access the notes on the teacher website and watch
the linked notes from EdPuzzle. Once students have completed the Pause &
Try section of the notes, they will bring them to the teacher table to be
checked.

Learner Participation: Simultaneous Round Table

Students will work in groups to complete the Writing Equations problems
using the Round Table strategy. Each student simultaneously generates an
equation for one of the eight word problems. The student uses the strategies
taught in all lessons taught so far in the unit. They pass their completed
graphic organizer clockwise so each person in their group can add, fix, or
check the answer.

Assessment: Summative
Pass out the Writing Equations Assessment. Student will use all the strategies
that have learned in the unit to complete the assessment independently. Once
they have completed it, they can turn it into the basket to be corrected.

Closure: Pair Share

Tell students to turn to the shoulder partner and tell them one thing that they
learned during this unit. Give the class about two minutes to share with a
partner. Call on a few students to share with the whole class. Ask them why
leaning to write equations is important and how they can use it in the future.

29
APPENDICES

Appendices
IN THIS SECTION:

All Print Material for

Each Lesson

30
 APPENDIX A

Read It! Fairy Tales & Pictures

Little Red Riding Hood

Little Red Riding Hood (LRRH) went to the forest to visit her ill granny. She took some cake and
lemonade in a basket. She met a wicked wolf that asked her which path she was taking. She
replied, “I’m taking the path that leads to my granny’s cottage.”

While LRRH was busy picking flowers to take to her granny, the wolf went to the cottage and
swallowed granny in one gulp. Then the wolf put on granny’s cap, got in granny’s bed, covered
up in blankets, and settled in to wait. LRRH arrived at the cottage and came into granny’s
bedroom. She said, “Granny what big ears you have,” and the wolf replied “All the better to hear
you with, my dear.” And so on with Granny’s eyes: “All the better to see you with, my dear,” and
teeth: “all the better to eat you with, my dear.”

The wolf swallowed LLRH in one gulp and then fell asleep. A woodsman came by while the wolf
was still asleep. The woodsman cut the wolf open with his ax and out popped Granny and LRRH.
Then the woodsman, Granny, and LRRH all sat down by the fire and enjoyed cake and lemonade.

Picture Credit: https://www.dreamstime.com/royalty-free-stock-photos-cute-little-girl-picking-

flowers-image24485648

31
Sleeping Beauty

A king and a queen had been trying to have a child for years. When the child finally arrived, they
called her Aurora. A great holiday was proclaimed to celebrate Aurora’s birth. Visitors came from
far and wide, including three good fairies, named Merryweather, Fauna and Flora. One of the
most distinguished guests was another king from a neighboring kingdom, who brought his son
Prince Philip. Both kings realized that their dream of a united kingdom could now come true.

The three good fairies began bestowing their gifts upon Aurora. Aurora received the gift of
Beauty, and gift of Song, but before the last gift was bestowed, a wicked fairy interrupted. This
wicked fairy was upset that she wasn’t invited to the party, so she cast a spell ñ on the day of
Aurora’s 16th birthday, she would prick her finger on the spindle of a spinning wheel and die.

The third good fairy hadn’t bestowed her gift yet, and she was horrified at the spell the wicked
fairy cast. The good fairy wasn’t strong enough to undo the spell, but she was able to dilute it a bit
ñ instead of death, Aurora would fall asleep until her true love come along to undo the spell with a
kiss.

As a precaution, all spinning wheels were removed from the kingdom, and Aurora lived in hiding
as a peasant with the good fairies for protection. She grew up, met Prince Philip, and fell in love.
On the night of Aurora’s 16th birthday, Aurora, Prince Philip, and the good fairies all went back to
the castle to live. But the evil fairy snuck into the castle and pricked Aurora’s finger with a needle,
causing her to fall asleep. With the help of the good fairies, Prince Philip kissed her and she
awoke. They all lived happily ever after.

Picture Credit: https://www.gettyimages.com/detail/photo/girl-wearing-fancy-dress-sleeping-

on-tree-trunk-in-royalty-free-image/200570106-001

32
Cinderella

There once was a widower who remarried. His second wife was ill-natured, and she had two
daughters who were just as unpleasant as their mother. The man had a beautiful, gentle daughter
of his own, and she was soon to become the servant of her evil step-mother and step-sisters. They
made her do all the chores around the house, and she was named Cinderella, after the cinders
she swept out of the fireplace.

The King needed to find a queen for his prince, so he threw a huge ball. The evil step-mother and
step-sisters were invited, but Cinderella was not allowed to go. After they left, Cinderella’s fairy
godmother appeared and changed her dirty rags into a beautiful gown with glass slippers. Next
the fairy godmother changed a pumpkin into a coach and some mice into footmen. Before
Cinderella left, the fairy godmother warned her to be home before midnight, because the spell
would only last till then.

Cinderella was a hit at the ball. The prince fell in love with her and asked her name. Just then the
clock struck midnight, and Cinderella ran away. She was in such a hurry; she lost one of her glass
slippers. It was the only clue the prince had to find his true love. He went to every home in the
kingdom and had every single young girl try on the slipper to see if it fit. The evil step-sisters
couldn’t fit the slipper, but Cinderella did. The prince married her and they all lived happily ever
after.

Picture Credit: http://etc.usf.edu/clipart/25700/25705/wash_floor_25705.htm

33
Snow White and the Seven Dwarves

There once was a queen who named her only daughter Snow White because her skin was so fair
and lovely. The queen died, and Snow White’s father married a new queen, who was evil, vain
and wicked. Every morning she would stand in front of the mirror and say, “Mirror, mirror on the
wall, who is the fairest one of all?” The mirror always answered, “thee,” until one day it said that
Snow White was the fairest one of all.

The evil queen ordered one of her servants to take Snow White to the forest to have her killed.
The servant, feeling sorry for Snow white, let her go and brought back a wild boar’s heart to show
the queen he had done the deed. Snow White, alone and hungry in the forest, came across a little
cottage with seven tiny beds etc. When the dwarves came back from work they found Snow White
and said she could stay with
them if she cleaned and
cooked.

They all lived happily until one

day when the mirror told the
wicked queen that Snow White
was still alive and living with
the dwarves. The wicked
queen disguised herself as a
peddler and went to the
cottage while the dwarves
were at work. She gave Snow
White a red apple that was
poisoned.

When Snow White took a bite

of the apple, she fell down
unconscious. The dwarves
were very sad and built a glass
coffin for her. One day a
prince came by and saw how
beautiful Snow White was, and
bent down to give her a kiss.
Snow White woke up and they
were married.

Picture Credit: https://www.lempertz.com/en/catalogues/lot/929-1/1446-willem-joseph-

laquy.html

Story Credit: Found on http://www.comedyimprov.com/music/schmoll/tales.html

34
 APPENDIX B

Read It! Rally Table Cards Group Names: __________________

1. Susan’s class conducted a
survey of the one hundred fifty
students in 6th grade. They
learned that 70% of the
students bought school lunch.
How many students don’t buy
school lunch?

2. Reginald created a mosaic from

6” square tiles. If the completed
mosaic was 2 feet by 3 feet,
how many square tiles did he
use?

35
3. Lucy needs to buy two dozen
hot dogs for the class picnic.
Food Fair sells packages of 8
hotdogs for $2.99 and Snack
City sells packages of 12 hot
dogs for $3.99. Which store has
the better buy?

4. Celia’s rectangular birthday

cake was cut into 36 pieces.
Her guests ate 12 pieces at her
party, and her family ate half
that many the next day. What
fraction of the cake was left?

36
 APPENDIX C
Read It! Sage and Scribe
Partner A _____________
1. Sondra is trying to figure out much fence
material to buy for her rectangular
garden. The garden is 18 feet long, and
its width is 1/3 of its length. How many
yards of fencing should she buy?
3. On Sunday, Beverly received a gift
certificate and began to download some
songs for her MP3 player. Each day after
that, she downloaded twice as many as
the day before. She ran out of money on
Wednesday when she downloaded her
24th song. How many did she download on
Sunday?
5. Tommy’s cell phone plan costs $0.18 per
minute to talk and 5¢ to send each text
message. If he has $6.95 in his account
and sends 35 text messages, how many
minutes can he talk?
Partner B _____________
5. Ramon needs to cut an 8-foot board into
2-foot sections for shelves. If it takes
him 30 seconds to make each cut, how
long will it take him to make all of the
necessary cuts?
4. Gavin and two friends went rock climbing
one afternoon. It took 25 minutes to set up
their gear, and they took turns climbing.
Each one climbed for 45 minutes, and they
left the climbing area at 5:40 p.m. What
time did they arrive?
6. Xavier works 20 hours a week at the
library and is paid $7.35 per hour. If he
takes 2 weeks of unpaid vacation and
works the remaining weeks, how much
money will he make in a year?
37
 APPENDIX D

Identify Relevant Information Cloze Notes

EX 1: Sally had a pizza party. Tom ate EX 2: Amy’s backpack had 2

3 pieces, Jerry had 4 pieces, and Sally notebooks, 2 pencils, a highlighter, and
had 2 pieces. Tom and Jerry also ate 2 a box of 6 markers. What was the total
hot dogs. How many pieces of pizza number of items she could write with in
did they eat? her backpack?

1 1

38
 APPENDIX E

TMI T-Chart Sort

Relevant (Necessary) Info Irrelevant (Unnecessary) Info

39
Bethany baked 4 batches of muffins for her math class. There are 4 math teachers in the school and each teacher has 5
classes a day. Bethany’s class has 24 students. If each batch has 12 muffins, how many muffins will each student receive?

Antonio wants to buy the laptop. In January, he earned $400 at his after-school job. He saved $20 of this amount toward
the purchase of the laptop. For each month after January, he will double the amount he saved the previous month. In
which month will he have saved enough to buy the laptop?

Jayden is downloading songs onto his digital music player. The first song is 5 minutes long, the second song is 3 minutes
long, and the third song is between the lengths of the first and second and songs. He wants to download a new song that
is twice the length of his favorite song. What is the total length of all three songs?

Room 220 and Room 222 are having a canned food drive. So far, each of the 22 students in Room 220 has brought in 2 can
each. The 24 students from Room 222 have collected a total of 49 cans. How many more cans has Room 222 collected
than Room 220?

Karly is collecting money for a bowl-athon. Her goal is to collect $125. So far, she has collected $20 each from three
people and $10 each from four people. None of her family has donated money to her bowl-athon yet. How much more
money does Karly need to collect to have $125?

Eli made pancake batter. It calls for 2 cups of flour and 1 cup of water. After mixing flour, water, eggs, and oil, he has a
2
total of 3 cups of batter. If he has 1 cup of batter left, how much of the batter did he use?
3

Mrs. Rollins owns a farm where she raises 5 prize chickens. Each chicken eats half a pound of food each week. Mrs.
Rollins bought 100 pounds of chicken food last week. How much food did each chicken eat last week?

Paco studied 24 spelling words for 4 days. He has a list of 10 vocabulary words for math too. How many words did he
study each day if he studied the same amount of words each day?
Questions adapted from
http://www.glencoe.com/sites/washington/support_student/additional_lessons/Course_3/19_21_WA_SE_Gr8_AdlLsn_Onln.pdf

07/07/2009

40
Bethany baked 4 batches of muffins

There are 4 math teachers in the school

each teacher has 5 classes a day.

Bethany’s class has 24 students.

each batch has 12 muffins

In January, he earned $400 at his after-school job.

He saved $20 of this amount toward the purchase of the laptop.

For each month after January, he will double the amount he saved the previous
month.

The first song is 5 minutes long

the second song is 3 minutes long

the third song is between the lengths of the first and second and songs.

He wants to download a new song that is twice the length of his favorite song.

each of the 22 students in Room 220 has brought in 2 can each.

the 24 students from Room 222

Room 222 have collected a total of 49 cans.

Her goal is to collect $125.

So far, she has collected $20 each from three people

$10 each from four people.

None of her family has donated money to her bowl-athon yet.

It calls for 2 cups of flour and 1 cup of water.

After mixing flour, water, eggs, and oil, he has a total of 3 cups of batter.
2
he has 1 cup of batter left
3

Mrs. Rollins raises 5 prize chickens.

41
Each chicken eats half a pound of food each week.

Mrs. Rollins bought 100 pounds of chicken food last week.

Paco studied 24 spelling words for 4 days.

He has a list of 10 vocabulary words for math too.

he studied the same amount of words each day

42
 APPENDIX F
Guided Practice Word Problems

43
 APPENDIX G
Missing Pieces Word Problems

44
 Appendix H

Concept Quiz: Identify the Question, Relevant Info, & the Unknown/Variable

For each word problem, highlight the question and the relevant information. Cross-out the
irrelevant info. Write the part of the question that is unknown in the blank space and assign it a
variable.

1. Dale has $25 to spend at a carnival. If the 2. Joan has $250. DVDs cost $20 each.
admission to the carnival is $4 for kids and $6 CDs cost $13. How many DVDs can she buy
for adults and the rides cost $1.50 each, how and stil have $50 left?
much would it cost for Dale to go on 5 rides
at the carnival?

 3. Patrick feeds the turtles in a pet store.
Each month he uses three 25-g packages in
each of the 6 turtle habitats. So far he has
used 10 packages. At this rate, how many
packages of turtle food wil Patrick use in a
year?
4. A recipe that makes 2 dozen brownies
calls for 3 eggs, 1½ cups flour, and ¾
cup sugar. A bag of flour costs $1.99.
Angelo needs to make at least 45 brownies
for the class party. How much flour and
sugar wil he need?

5. Ramon lives 3 miles directly east of Celia
and there is a park half way between them.
Vincent lives 4 miles south of Celia. What’s
the shortest distance between Vincent’s and
Ramon’s homes?
6. Tim bought 8 books from
ww.books4us.com. They also sell erasable
pens. Each book weighed 8 ounces and cost
$3.95. Shipping fees were $0.95 per pound.
What was the total cost of his order including
shipping?

45
 APPENDIX I

A TO Z Chart
A B C
D E F
G H I
J K L
M N O
P Q R
S T U
V W X
Y Z
46
 APPENDIX J

Vocabulary Foldable

47
 APPENDIX K
Ticket Out Template

48
APPENDIX L

49
 APPENDIX M
Quiz, Quiz, Trade Vocabulary

50
51
52
 APPENDIX N
Graffiti Wall Expressions

53
 APPENDIX O
Translating Phrases into Equations and Expressions

Directions: Translate the following phrases into mathematical expression or equations.

1. The sum of a number and ten. 1. __________________________

2. The difference between 5 and a number. 2. __________________________

3. Six less than the product of a number and 7 3. __________________________

4. Eighteen more than a number. 4. __________________________

5. Five times a number is 75. 5. __________________________

6. A number divided by 14 equals 16. 6. __________________________

7. 5 more than a number. 7. __________________________

8. The sum of a number and 12 is 16. 8. __________________________

9. Sixteen less than twice a number. 9. __________________________

10. Two-thirds of a number. 10. __________________________

11. Five divided by a number is 5 11. __________________________

12. Six less than three times a number. 12. __________________________

13. The difference of a number and eight divided by ten. 13. __________________________

14. A number plus 3 14. __________________________

15. 10 times a number is equal to 60. 15. __________________________

16. Sixteen less than the sum of three and a number. 16. __________________________

17. A number is decreased by 9. 17. __________________________

18. Five more than the sum of a number and 7. 18. __________________________

19. The product of a number and three. 19. __________________________

20. Seven minus a number. 20. __________________________

54
 APPENDIX P

Checking Solutions


1 1

2 2

3 3

55
 APPENDIX Q
Checking Solutions WS

1 𝑥 + 16 = 20; 𝑥 = 4 2 𝑥 − 4 = 28; 𝑥 = 32 3 4𝑥 = −44; 𝑥 = 11

𝑦
4 − = 6; 𝑥 = 24 5 −2.5𝑥 = 12.5; 𝑥 = 5 6 𝑥 + 16 = 20; 𝑥 = 4
6

7 x2  5  20; x  5 8 x2  11  45; x  6 9 1  x2  0; x  1

10 2 x  x  10; x  4 11  x  52  144; x  7 12 x  2  1  2; x  3

2

56
57
APPENDIX R
Array Pictures

58
59
 APPENDIX S

Estimation

EX: 986  1545 EX:

1 4767 1 75  21
 1309

2
2

60
 APPENDIX T

ESTIMATION GAME
This is a game for 2 players. Players will need a calculator, 2 x 10 sided dice and a copy of a playing
board, which includes numbers to suit the level of your students. An example is provided below.

 The first player rolls the dice and must estimate the sum of the two numbers in the matching boxes. For example if
the numbers on the dice were: 6 and 4, then the player estimates the sum of 228 + 574.
 That player then selects the range that the estimate falls in.
 The other player uses the calculator to work out the exact answer. If this answer falls within the range selected then
the first player scores a point.
 Play continues with players swapping turns.
 The first player to get 5 points is the winner.
 Remember the player that is estimating needs to do so mentally, so no paper and pencil to work out the estimates.

https://topnotchteaching.com/lesson-ideas/mental-maths-5/

61
 APPENDIX U
Restate Word Problems
Your minivan has a flat, rectangular
area in the back. When you fold
down the rea seats of the van and
move them forward, the width of the
rectangular area in the van is
increased by 2 feet, as shown I the
diagram.
By how many square feet does the rectangular area increase when the
rear seats are folded down and moved forward?

A supermarket is having its grand opening on Saturday morning. Every fifth

customer will receive a $10 coupon for a free turkey. Every seventh customer will
receive a $3 coupon for 2 gallons of ice cream. You are the manager of the store
and you expect to have 400 customers, How many of each type of coupon should
you plan to give out?

You and your friend are at a football game. The stadium is 4 miles from your home.
You each brought $5 to spend on refreshments. During the third quarter of the
game, you say, “I read that the greatest distance that a baseball has been thrown is
445 feet 10 inches.” Your friend says, “That’s about one and a half times the length
of the football field.” Is your friend correct?

You are visiting your cousin who lives in the city. To get back home, you take a taxi.
The taxi charges $2.10 for the first mile and $0.90 for each additional mile. After
riding 13 miles, you decide that the fare is going to be more than the $20 you have
with you. So, you tell the driver to stop and let you out. Then you call a friend and
ask your friend to come and pick you up. After paying the driver, how much of your
$20 is left?

62
 APPENDIX V

Writing Equations

1 1.

63
 APPENDIX W
Round Table Problems

#1
At the Bowling Palace, shoe rental is
$3.00 and each game is $2.00. If
Hailee has $15.00 to spend at the
bowling alley, how many games can
she bowl?

#2
Suppose you are saving money to buy a
digital video camera that costs $340.
You have already saved $120 and plan
to save $20 each week. How many
weeks wil you need to save?
64
#3
An electrician charges $35 for a
house call and $80 per hour for
each hour worked. If the total
charge was $915 to wire a new
house, how many hours did it take
to wire the house?

#4
The temperature is 8 degrees.
It is expected to fall 5 degrees
each hour for the next several
hours. In how many hours will
the temperature be -7 degrees?

65
#5
Lexis bought 6 CD’s, all at the same
price. The tax on her purchase was
$7, and the total was $73. What
was the price of each CD?

#6
Logan collected pledges for the
charity walk-a-thon. He is
receiving total contributions of $65
plus $20 for every mile that he
walks. How many miles will Logan
need to walk in order to receive
$325?
66
#7
There were 640 gallons of water in a
1600-gallon pool. Water is being pumped
into the pool at a rate of 320 gallons per
hour. How many hours wil it take to fil
the pool?

#8
Sarah rented a canoe while she was
on vacation. She paid a flat rental
fee of $85.00 plus $7.50 each day.
Her total cost was $130. For how
many days did she rent the canoe?
67
 APPENDIX X
Writing Equations Graphic Organizer

68
 APPENDIX Y

Writing Equations Assessment

Write an equation. For each problem using the strategies you have learned.

69
70