Purple Assignment 8

Name: Jordan Ott Unit: Multistep Equations

Students will be able to:

- Compare and contrast one-step and multistep equations
- Solve multistep equations in one variable
- Create multistep equations from a given solution
- Increase speed in solving multistep equations

Entrance slips will be used in this lesson to assess prior knowledge. These slips contain questions
or prompts and are given to students prior to that day’s instruction. These responses are then
used to differentiate instruction. Also, entrance slips can be saved to monitor improvement. To
assess prior knowledge for this lesson when students walk in, they will be given a slip containing
three single step equations for them to solve. These slips will be used to monitor proficiency in
solving single step equations prior to moving on to multi-step equations. If these slips show
understanding the lesson on multistep equations will move on as normally planned. If these slips
do not show proficient understanding of single step equations the lesson will start by going over
single step equations again and then doing a check for understanding on single step equations. If
this goes better, then the class can move onto multistep equations.

Hand signals will be used in this lesson to check for understanding, provide students with
feedback, and improve instruction. For hand signals the teacher asks a specific question and the
students respond by giving a quick response such as a thumbs up or down, or a finger rating in
relations to their confidence in their answer. This gives the teacher information on whether or not
they can proceed with instruction. For the lesson on multistep equations the teacher can put four
problems of varying difficulty on the board and give students a few minutes to solve them. Then,
ask students about each problem having them give a thumbs up if they think they got the correct
answer, a thumb to the side if they think they got close, and a thumbs down if they did not know
where to start. Then the teacher can work the problems and check again with a thumbs up for I
got that answer, and a thumbs down for this is not what I got. Students can then ask questions
about any of the problems at the end of the check for understanding. This lets students know
what type of problems they might need help with and what ones they understand well. It also can
improve instruction by showing the teacher what part of the class is getting the answers correct,
as well as what specific types of questions the majority of the class could use more practice with
during future instruction.