Name: Maha Ahsan Obs.

#: 4
Subject Area: Math Date: 11/29/2021
Time Duration: 60 minutes Grade: 6th/7th
Lesson Title: Solving Simple Equations

Unit: 1.1

Content Standard Alignment:

CCSS.MATH.CONTENT.7.NS.1.D
Apply properties of operations as strategies to add and subtract rational numbers.

CCSS.MATH.CONTENT.7.NS.2.C
Apply properties of operations as strategies to multiply and divide rational numbers.

CCSS.MATH.CONTENT.8.EE.7
Solve linear equations in one variable.

CCSS.MATH.CONTENT.8.EE.7.A
Give examples of linear equations in one variable with one solution, infinitely many solutions,
or no solutions. Show which of these possibilities is the case by successively transforming the
given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a =
b results (where a and b are different numbers).

CCSS.MATH.CONTENT.8.EE.7.B
Solve linear equations with rational number coefficients, including equations whose solutions
require expanding expressions using the distributive property and collecting like terms.

Lesson Objectives/Instructional Outcomes:

1. Students will be able to solve linear equations with one variable

2. Students will be able to use the distributive property and combine like terms to solve
equations
3. Students will be able to solve equations with one solution, infinitely many solutions, or
no solutions

Instructional Materials/Resources:

1. SMART Board
2. Ch. 1.1 Notes
3. Student’s notebook and pencils
4. Ch. 1.1 Homework Check
 Methods and Instructional Strategies
Anticipated Student Misconceptions:

1. Students will try to plug in 3.14 in for pi

Concepts Pre-requisites:

1. Students will already know how to add, subtract, multiply, and divide rational numbers
2. Students will already know how to use the distributive property

Introduction –
Anticipatory Set: We start every morning with a little exercise to get our blood pumping
to our brain. I’ll say, “Okay, good morning everyone! Let’s get our
hands up! 5, 4, 3, 2,1 (Clap)”. Next, we’ll do a new lateral thinking. I’ll
say, “Today’s lateral thinking is…” and then have them guess the
answer to it. After, we’re going to play I have…, who has… to practice
their multiplication facts. I’ll start this off by saying, “Look at your
card and ask if you have any questions on your number” and let them
ask their peers for answers. Once that is done I will ask who wants to
start us off. I will say, “Ready, set, go!” and they’ll start the game while
I time it. After the game is done, I let them know their time and we
check the board to see if they did better than their last time and if they
beat the winning hours’ time.

Instructional  I will transition over to the instructional activities by

Activities: announcing, “We are going to be starting Ch. 1 today, solving
simple equations”.
 I will pull up the notes on the board and give the students some
time to write them down in their notes.
 After giving them some time to write, I will start to go over the
notes by saying, “In order to solve the equations we need to
isolate the variable. In order to do that we are going to have to
do the inverse operations. For example, if a number is being
added to the variable we are going to subtract that number and
vice versa. Or if the variable is being multiplied by a number,
we need to divide by that number to isolate the variable (or get
the variable by itself). The absolute value of something is
measuring the distance of that number from zero on a number
line. Since distance can never be a negative number, absolute
value is always positive. So, the absolute value of -12 = 12.
Some key ideas for this section, something that I am sure you
 already know, is that to divide by a fraction we have to multiply
by its reciprocal. And pi is not a variable, it is a number. And
that number is…?” (They will hopefully finish that sentence
with 3.14).
 The next slide has: Solve d – ¼ = - ½
 I will go over this slide by showing them what we need to do in
order to solve this equation. I will go over the inverse operation
needed for this equation and how to solve.
 I will verbalize what I am doing step by step so that they can
follow along and write this in their notebooks exactly how we
want it done.
 The next slide has: Solve m + 4.8 = 9.2
 Now that I have gone over an example, I will have them direct
me on what I should do to solve this equation. I am going to ask
questions to the students using their names at random and try to
hit everyone.
 I will first ask, “What is happening to this variable right now?”
and they will say that the variable is being added to 4.8.
 I will then ask, “What is the inverse operation of addition?” and
they will say subtraction.
 I will then subtract 4.8 from both sides to get the solution.
 The next slide has: Solve r – 6(pi) = 2(pi)
 I will do this to demonstrate how this should be done and to
show them that they do not have to substitute 3.14 in for pi like
we use to, they can just add pi to both sides to get r = 8(pi)
2
 The next slide has: Solve m = -4
5
 I will do the same thing for this slide that I did for the 3rd slide,
and I will ask students questions to get their thought process
shown verbally.
 I will first ask, “What is happening to this variable right now?”
2
and they will say that the variable is being multiplied by .
5
 I will then ask, “What is the inverse operation of
multiplication?” and they will say division.
 I will then “divide” the fraction from both sides to get the
solution.
 I am then going to ask, “Can I divide this -4 by this fraction?”
and hopefully get a no response.
 “What can I do instead of dividing by this fraction?” and they
will answer with multiply by its reciprocal.
 For the next three slides I am going to do a think – pair – share
by combining the three slides and having them do them in one
session. So, I will try to put all three problems on the board at
the same time and have them pair up and do these problems on
 their own while I walk around the room listening to how it’s
going.
 Once the conversation about math dies down, I will call them
back together and pick a group to go over how they solved the
first problem by asking the same questions I have been asking
and try to get them to show their thinking process on how they
came up with their answer and what they were thinking as they
were doing it.
 I will do this with different groups for these three problems.
 The next slide after these three is a slide that has three
additional problems.
 I am going to do another round of thing – pair – share and have
them do these last three problems with each other while I walk
around.
 Once the conversation dies down again, I will call them back to
the front and go over the last three problems with different
groups and ask them questions that get them to show their
thought process while solving these problems.
Wrap Up-
Synthesis/Closure: Once I’m done with all of the notes, the students should have some free
time to do a number of things. They can do their homework check,
their worksheets, or have some free time.

Differentiation According to Student Needs:

Assessment (Formative or Summative):

I will be doing a formative assessment by walking around the room and listening to what the
students are discussing in their think – pair – share.