Unit Plan Solving Equation and Inequalities

Unit Plan
Linear Equation and Inequality

Integrated Theme/Topic: Linear Equation and Inequality Unit Plan
Duration of Unit: 2 weeks (tentative)
Created by Ainu Muawidzah
Curriculum Outcomes:
9.PR.1. Generalize a pattern arising from a problem-solving context using linear equations and verify by
substitution.
9.PR.3. Model and solve problems using linear equations of the form:
where a, b, c, d, e, and f are rational numbers.
9.PR.4. Explain and illustrate strategies to solve single variable linear inequalities with rational coefficients
within a problem-solving context.
•
Essential Questions:
What is equation?
How can I undo operation that is being done to a variable?
Which Operation should I undo first to isolate the variable?

How do I know to choose the correct strategy to solve an equation?
Which strategy should I use to start solving the equations?
What are inequalities?
How are they different from equations?
What are the strategies to solve inequalities?

Which strategies should I choose to solve equations and equalities?
What strategies separated multiplication division from addition subtraction?

Stage 1 – Setting Goals
Page 1 of 24
Performance Goal(s)
Students will be able to:

o Create a context for a linear equation.
o Write a linear equation representing the pattern in a table of values and verify the equation by
substituting values from the table.
o Determine if a rational number is a possible solution of a linear inequality.
o Generalize and apply a rule for adding or subtracting a positive or negative number to determine the
solution of an inequality.
o Generalize and apply a rule for multiplying or dividing by a positive or negative number to determine
the solution of an inequality.
o Graph the solution of a linear inequality on a vertical or horizontal number line.
o Write an expression representing a pictorial, oral, or written pattern.
o Write a linear equation to represent a context.
o Translate a problem into a single variable linear inequality using the symbols ≥, >, <, or ≤.
o Create a context for a linear inequality expressed graphically or symbolically.
o Verify the solution of a linear inequality using substitution for multiple elements in the solution.
Demonstration
Students will demonstrate:
o Identify and correct an error in an incorrect solution of a linear equation.

o Represent a problem using a linear equation.
o Model the solution of a linear equation using concrete or pictorial representations and record the
process.
o Model the use of preservation of equality when solving linear equations, concretely, pictorially, or
symbolically.
o Determine, by substitution, whether a rational number is a solution to a linear equation.
o Develop a list of strategies for solving any linear equation.
o Compare and explain the process for solving a linear equation to the process for solving a linear
inequality.
o Compare and explain the solution of a linear equation to the solution of a linear inequality.
Product
Students will produce:
o Written test in the end of the unit and have minimum mark of 75%.
Classroom Process
Processes on which we will focus
o Solve, using a linear equation, a problem that involves pictorial, oral, or written linear patterns.
o Solve a linear equation symbolically.
o Solve a problem using a linear equation and record the process.
o Solve a linear inequality algebraically and explain the process orally or in written form.
o Solve a problem involving a single variable linear inequality and graph the solution.
Page 2 of 24
Stage 2 – Assessment Evidence (Assessment AS/OF/FOR Learning)
Assessment Assessment Assessment

For Of As
(Formative) (Summative)
Observation of students work and problem solving X X

Worksheets X X
Warm up activity/ entrance slips X
Unit test X
Quiz X X
Exit slips X
Criteria
Achievement indicator from the curriculum document X X
Adaptations
o Provide longer time to write the test for students who struggle (students can arrange library or resource
room to write the test)
o Provide scaffolding, more one on one assistance during practice question for students who are struggling.
o Partner work, exchange idea between the neighbors.
o Students who struggle may come every day instead of every other day for more assistance.
o Adjust the number of questions assigned, less questions for students who are struggle, more questions for
the students who advance.
o Providing visuals and the repetition use of vocabularies to capture both visual and auditory learners.
Stage 3 – Planning for Learning
Page 3 of 24
Some units may have cross-curricular connections. This unit has curricular connectors in the following
subjects:
Subject area Strategy to Support Subject Area
Emphasize to the student about the importance of the mastering this unit will
Pre-Calculus
determine the success of the next Math level.
Physics, Relate more to the use of this unit in solving Chemistry and Physics problems.
Chemistry
Learning Resources/Sources
Primary Sources:
o Math Makes Sense

o Math Link
o Worksheet and reference sheet
Secondary Sources (Text Set, Multimedia, Print, Web, etc.):
o https://www.khanacademy.org/math/algebra-basics/alg-basics-linear-equations-and-inequalities
Lesson Plans Overview
Lesson Duration Topic Outcome Assessment
1 65 minutes What is Students will be able to transfer the -Individual whiteboard

equation? concrete definition of equation to pictorial answer during the class
to symbolically -worksheet
-individual white board
work
Page 4 of 24
2 65 minutes Solving 9.PR.3. Model and solve problems using -In-class practice
equations by linear equations of the form: questions
using inverse where a, b, c, d, e, -Individual and group
and f are rational work white board.
operations
numbers. -Exit slips
(first three form of equations)
3 130 Solving 9.PR.3. Model and solve problems using

minutes equations linear equations of the form: - In-class practice
using balance where a, b, c, d, e, questions
(2 classes) and f are rational -Individual and/or
strategy
numbers. group work on the
white board.
-Exit slips
(the last three form of equations)
4 65 minutes Work 9.PR.3. Model and solve problems using -Worksheets

period/group linear equations of the form: -Individual and group
work on where a, b, c, d, e, work on the
and f are rational whiteboard
white boards
numbers. -exit slips
5 65 minutes Mid 9.PR.3. Model and solve problems using -”Show what you can
assessment linear equations of the form: do!” worksheet (closed
where a, b, c, d, e, book).
and f are rational
numbers.
5 65 minutes Introduction 9.PR.4. Explain and illustrate strategies to -Worksheets

to Linear solve single variable linear inequalities -Individual work on the
Inequalities with rational coefficients within a whiteboard
problem-solving context. (Including -exit slips
graphing).
Page 5 of 24
6 65 minutes Solving Linear 9.PR.4. Explain and illustrate strategies to - Worksheets
Inequalities solve single variable linear inequalities -Individual work on the
by using with rational coefficients within a whiteboard
problem-solving context. -exit slips
Addition and
Subtraction Recap solving inequalities (solve problems
on average 20 questions).
7 65 minutes Unit review 9.PR.1, 9.PR.3, and 9.PR.4 N/A
8 65 minutes Unit test 9.PR.1, 9.PR.3, and 9.PR.4 Test
LESSON 1
Time 65 minutes Date October 28, 2021
Grade/Class 9 Math
Topic What is equation?
LESSON OUTCOMES
Essential Understandings Specific Learning Outcomes
Student will be able to: 9.PR.3. Model and solve problems using linear
equations of the form:
o Manipulate the cards to understand equation where a, b, c, d, e, and f are
concretely. rational numbers.
o Solve equation using manipulation (double
clothing lines).
Essential Question Achievement Indicators
o What does equation look like in concrete form? o Create a context for a linear equation.
MATERIALS KEY WORDS
Materials: -equivalence
-Card, clothing line clips. -equation
-Calculator -variable
-White board and projector
-Writing utensils
Page 6 of 24
-Worksheet REFERENCES
Double clothing lines: Solving Equation by Jon Orr
https://mrorr-isageek.com/double-clothesline-solving-
equations/
DIFFERENTIATION STRATEGIES
- Scaffolding problems.
- Assign more problems for students who advance
- When working through practice questions during the lesson, teachers can determine if students can continue
independently or if they needed further guided practice.
ASSESSMENT EVIDENCE
Performance Tasks: FOR AS OF

White board work X X X
Feedback and questions throughout the lesson X X
Worksheet problem X X
CROSS-CURRICULAR CONNECTIONS REAL WORLD CONNECTIONS
- Physics, Chemistry, Pre-Calculus. The use of equations in daily life is limitless.

- Algebra is applicable in almost all higher math field.
LEARNING PLAN
Activate: - Talk about the new unit that we will be doing, how long, why it is very important. 5 mins
- Ask if students still remember how to solve equation from middle school. Give
one easy question for them to do on the board.
Acquire: -Explain to the students the definition of the equation and the characteristic of 30 mins
them as well as the types in general (true vs false equations).
-Inform students that there are different types of the equations and each has
different strategy to solve. Let them know that today we will be doing the one step
and two steps (simple equations).
-Inform students that even though we can get the answer of these equations by
just observe it (do it in our heads) but it is very important that we know the steps
mathematically to solve it.
-Introducing Double Clothes line strategy as one way to solve equations visually. Do
one question on the board using this new strategy.
-Do the same question using the usual method that they always been introduce in
the previous grade.
-Have students to do some more examples using the white board and teacher
correct/give feed back immediately as they show up their boards.
-Assign students for more problems from the worksheet and have them to solve
the equations.
-Teacher circulate. Address any question that seems difficult for the students and
do it as class.
Page 7 of 24
Apply: -Show the application of the equation in word problem and do one question as 10 min
class.
-Ask students to do more example using their individual whiteboards. Teacher
circulates
Closure: -Quick recap of the lesson today. 5 min

-Inform students how they are doing, as well as what is going to be the next class.
Reflections Most of students seemed not keen with The Double Clothing line method as it takes more time,
but for a few students it was helpful because it gave him visual more than the traditional way of
solving the equation.
LESSON 2
Time 65 minutes Date November 1, 2021
Grade/Class 9 Math
Topic Solving Equations by Using Inverse Operations
LESSON OUTCOMES
Student will be able to: 9.PR.3. Model and solve problems using linear
o Recognize what is equation and the types. where a, b, c, d, e, and f are
o Using inverse operation to solve two step rational numbers.
equation, equation with variable on both sides, (first three forms of
and equation with fractional coefficient.
equations)
o Create a context for a linear equation.
Page 8 of 24
o How can I undo operation that is being done to a o Identify and correct an error in an incorrect
variable? solution of a linear equation.
o Which operation should I undo first to isolate the o Model the solution of a linear equation using
variable? concrete or pictorial representations and record
the process.
o Model the use of preservation of equality when
solving linear equations, concretely, pictorially, or
symbolically.
o Determine, by substitution, whether a rational
number is a solution to a linear equation.
o Develop a list of strategies for solving any linear
equation.
MATERIALS KEY WORDS
Materials: -One-step equations

-Reference sheet -Two-steps equations
-Calculator -Inverse operations
-White board and projector
-White boards for students to write
-Worksheet
REFERENCES
Manitoba Document for grade 9
- Scaffolding (working through examples with the class, before the students attempt them independently, and
then going over the questions with them).
- Teacher can assign more or less according to the students’ needs.
ASSESSMENT EVIDENCE

Individual white board X X X
Exit slips X X

- Algebra is applicable in almost all field.
LEARNING PLAN
Page 9 of 24
- Few announcements before the class start: hand back the tests and explain about 2 mins
opportunity for reassessment and how it works.
- Review: go over first outcome in Root and Power. Give one question on the board
Activate: 8 mins
and then have all of the students to do it on their white board and make sure all
of them show their white board up.
- Ask students if they still remember what they learned on Friday and then throw
one question on the board. Students do the question on their board. Ask them
why we do the subtraction and addition instead of multiplication and division, the
normal BEDMAS.
Acquire: -Inform them that this is called inversed operation. Explain what inverse operation 10 mins
means. Hand out is given to students
- Give example on the board for each type of the equation: 𝑎𝑥 = 𝑏, 𝑎𝑥 + 𝑏 = 𝑐,
𝑎(𝑥 + 𝑏) = 𝑐.
- Do the example together and then get them to do it on their white board
individually. Teacher circulate to correct the works.
-Give at least 3 questions (one question for each type) and see how students are
doing.
Apply: Group work:

-Students are handed in cards for grouping with the maximum of 3 students per
30 min
group and only one student get to hold the marker (this to enforce the discussion
and knowledge flow among them).
-Give roughly 25-30 minutes of discussion. Teacher circulates to address any
questions they may have.
-Draw students back to their dress, give out few example on the board and see if
students can answer them (this to prove if the group discussion was successful or
not).
-Hand out exit slips (to assess whether the lesson successful or not as well as to see
if students can demonstrate understanding on the topic today).
Closure: 5 min
-Quick recap of the lesson today (reiterate inverse operation).
-Inform students how they are doing, as well as what is going to be the next class.
Reflections
Page 10 of 24
LESSON 3
Time 130 minutes (2 classes, 65 minutes each) Date November 2-3, 2021
Grade/Class 9 Math
Topic Solving Equations by Using Balance Strategies
LESSON OUTCOMES
Student will be able to:

9.PR.3. Model and solve problems using linear
o Solve equation with the variable in the equations of the form:
denomination, solve equation with brackets, solve where a, b, c, d, e, and f are
equation with fraction and bracket. rational numbers.
o Pick the correct strategy to solve each of the
above equations
o How do I know to choose the correct strategy to o Identify and correct an error in an incorrect
solve an equation? solution of a linear equation.
o Represent a problem using a linear equation.
o Model the solution of a linear equation using
concrete or pictorial representations and record
the process.
o Model the use of preservation of equality when
solving linear equations, concretely, pictorially, or
symbolically.
o Determine, by substitution, whether a rational
number is a solution to a linear equation.
o Develop a list of strategies for solving any linear
equation.
MATERIALS KEY WORDS
Materials: -Lowest common denominator

-Reference sheet -Variable in the denominator
-Calculator -Collecting like term
-White board and projector -Distributive properties
-Writing utensils
-Worksheet
-Individual white board REFERENCES
Math Makes Sense
Manitoba Document for grade 9
Page 11 of 24
- Teacher can assign more or less according to the students’ needs. Extra practice for advanced students, less
problems for those who struggle.
ASSESSMENT EVIDENCE

Individual whiteboard activity X X X
Warm up activity X X
Exit slips X X

LEARNING PLAN
PART 1
Activate: - Review: go over second outcome in Root and Power. Give one question on the 7 mins
board and then have all of the students to do it on their white board and make
sure all of them show their white board up.
Acquire: - Start going over the next types of equations: variable in the denominator and 20 mins
brackets.
-For solving the equations with variable in the denominator, do one question
together on the board and then ask them to try another question on their own.
Teacher circulates to see how they are doing, then go over as class.
Highlight the key point: multiply both sides by the variable.
-Ask students to do the rest of the example.
-Move to the next type of equation: equation with the brackets. Repeat the above
process.
Highlight the key term: distribute the number into the brackets (distributive
property).
-Ask student how they feel about the lesson (this is to see where students at).
Applied: Group work: 30 mins

-Students are handed in cards for grouping with the maximum of 3 students per
group and only one student get to hold the marker (this to enforce the discussion
and knowledge flow among them).
-Give roughly 25-30 minutes of discussion. Teacher circulates to address any
questions they may have.
Page 12 of 24
-Draw students back to their dress, give out few examples on the board and see if
students can answer them (this to prove if the group discussion was successful or
not).
-Hand out exit slips (to assess whether the lesson successful or not as well as to see
if students can demonstrate understanding on the topic today).
-Quick recap of the lesson today (reiterate the highlights).

Closure: -Inform students what they will have tomorrow.
PART 2
Activate: 10 min
- Review: go over third outcome in Root and Power. Give one question on the
sure all of them show their white board up. Remind them that the assessment for
this outcome is tomorrow at lunch time.
-Quick review what are the type of equations that has been done in previous class.
Acquire and -Next type: equations that contains bracket. 50 mins

apply: (they -Point out the strategy: distribute the number in the term of the brackets. Relate to
alternate polynomial unit and let them guess what kind of property that we are doing
each other (distributive property).
with the use -Do one example together, then ask students to attempt the next 2 example on
of individual
their own before going over as class. Teacher circulates. See how students are
whiteboard)
doing then go over as class. Ask students to do the example on their white board.
-Quick assess students understanding by asking how they are feeling about these
types of equation on the scale 1 to 5, 1 being very difficult, 5 being very easy.
-Next type: equations that contain fractions and brackets. This will be the hardest
equations because we are using both strategy by first removing the brackets, and
then multiply each term by its lowest common denominator.
-Do one example together, then ask students to attempt the next example on their
white board before going over as class. Teacher circulates. See how students are
doing then go over as class.
-Last type: equation with no solution. For this type, directly ask student to do it on
their white board. Once students seem confused because the solution does not
seem to make no sense, then explain that this equation has no solution.
-Assign extra practice on the board if time permits.
-Hand out exit slips.
-Reiterate the key points to do fraction and bracket equations. 5 mins

Closure:
-Remind students that next class will be full work period/ group work (review)
Page 13 of 24
Reflections -By the end of this lesson, all type of the equations has been covered. However, as this is a
heavy unit that contain very important base for the next level of math course, teacher needs to
encourage students to be proactive, doing many practice questions and ask for help. Give them
mental support and state to them if they do not fully understand just yet, it is normal and it will
come with the practice. Teacher can also share her personal experience and relate to them for
additional support.
LESSON 4
Time 65 minutes Date
Grade/Class 9 Math
Topic Review and work period
LESSON OUTCOMES
Student will be able to:

o Recognize the type of the equation and pick the equations of the form:
correct strategy to solve. where a, b, c, d, e, and f are
o Use the step-by-step solution in the correct order. rational numbers.
o Can I identify the type of the equation and pick the o Develop a list of strategies for solving any linear
correct strategy to solve the equations? equation.
o Identify and correct an error in an incorrect
solution of a linear equation.
MATERIALS KEY WORDS
Materials: -One step equation

-Reference sheet -Two step equations
-Calculator -Equation with variable on both sides
-White board and projector -Equation with fractional coefficients
-Writing utensils -Equation with variable on denominators
-Worksheet -Equation with variable on both sides
-Perimeter questions.
REFERENCES
Math Makes Sense
Page 14 of 24
Manitoba Curriculum Document for grade 9.
ASSESSMENT EVIDENCE

Feedback and questions throughout the practice question X X

LEARNING PLAN
Activate: - Review: go over third outcome in Root and Power. Give one question on the board 5 mins
and then have all of the students to do it on their white board and make sure all of
them show their white board up.
Acquire: -Remind quickly the different strategy for different equations. 5 mins
Group work:
Apply: -Divide students into a group of three and work together on the problems given. 50 mins
One students hold the marker.
-Draw students back in the class and start doing some question on the board.
Closure:
-Remind students that tomorrow will be Show What You Know check point. Ask
how students feel about the material. 5 mins
Reflections
LESSON 5
Grade/Class 9 Math
Page 15 of 24
Topic Show What You Know mid assessment
LESSON OUTCOMES
9.PR.1. Generalize a pattern arising from a problem-

solving context using linear equations and verify by
substitution.
where a, b, c, d, e, and f are rational

numbers.
9.PR.4. Explain and illustrate strategies to solve single
variable linear inequalities with rational
coefficients within a problem-solving context
o Students are able to demonstrate their

understanding on solving equations.
MATERIALS KEY WORDS
Materials:
-Reference sheet REFERENCES
-Calculator Math Makes Sense
-Writing utensils Manitoba Curriculum Document for grade 9.
-Worksheet
- Provide scaffolding question if students need help.
ASSESSMENT EVIDENCE

Show What You Know X

LEARNING PLAN
Page 16 of 24
Activate, -Greet students and let them know that we are going to have an assessment today. 60 mins
acquire and Talk about the task and emphasize to them that this will not for mark, however, it is
apply: closed book.
- Review: go over third outcome in Root and Power. Give one question on the
-Ask students their opinion on the assessment. If time permits, can go over certain 5 mins
Closure:
question on the board.
-Inform them what will be on the next lesson (start on inequality topic)
Reflections
LESSON 6
Grade/Class 9 Math
Topic Introduction to Linear Inequalities
LESSON OUTCOMES

-use the notation represent each of inequalities. 9.PR.4. Explain and illustrate strategies to solve single
-recognize inequalities in simple word problems and variable linear inequalities with rational
convert it into number problem. coefficients within a problem-solving context
-Know how to represent the solution for inequalities in
two different ways: set notations and number lines.
Essential Questions Achievement Indicators
- What are inequalities? o Compare and explain the solution of a linear

- How are they different from equations? equation to the solution of a linear inequality.
o Determine if a rational number is a possible
solution of a linear inequality.
o Graph the solution of a linear inequality on a
vertical or horizontal number line.
Page 17 of 24
o Write an expression representing a pictorial,
oral, or written pattern.
o Translate a problem into a single variable
linear inequality using the symbols ≥, >, <, or
≤.
o Create a context for a linear inequality
expressed graphically or symbolically.
MATERIALS KEY WORDS
Materials: -inequalities
-Worksheet/booklet -set notation
-Calculator -range of number
-Writing utensils -number lines
-Smartboard and projector -<: 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛
-Individual smart board ->: 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛
-≤: 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 𝑜𝑟 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜
-≥: 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 𝑜𝑟 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜
REFERENCES
Math Makes Sense
- Teacher can assign more problems for advanced students or less for students who struggle.
- One on one discussion with students who struggle.
ASSESSMENT EVIDENCE

Feedback though lesson X X
Worksheet problems X X
Recap at the end of class X X
Individual white board answer X X X
Exit slips X X
- Essential Math Counting profit, production, and other money

- Applied Math matter.
LEARNING PLAN
Page 18 of 24
Activate: - Review: go over fourth outcome in Root and Power. Give one question on the 10 mins
Acquire: - Present students with example of inequality. Maybe a word problem with real life 20 mins
situation.
- Ask them if they can recognize how many answers are there (as opposed to
equalities where there is only one correct answer).
- Point out to the students that unlike equation, inequalities have range of number
as solution.
- Due to that range numbers, there are 4 different notations that are used for
inequalities: <, >, ≤, ≥. Explain to the students each of these notations.
- Talk about the sentence example of inequalities.
- Do example as class and provide more explanation how to arrive to the answer.
- Let students attempt on the white board. Teacher circulates.
- Talk about 2 ways of representing the solution inequalities: by the set notation as
we have talked about, and the number line.
- Underline the key points: filled circle vs open circle, where the arrow in number
line is drawn based on the inequality signs.
Apply: - Assign students with few problems to try on their own or as a group 30 mins
work/discussion
- Ask students where they are at using the fingers on the top of their chests.
- Hand in an exit slips.
Closure: 5 mins
-Recap what we have learned today. Emphasize some key concept: the notation,
the different between >, ≥ (in set notation and number line).
-Inform what will be the next class.
Reflections
LESSON 6
Page 19 of 24
Grade/Class 9 Math
Topic Solving Linear Inequalities by Using Subtraction, Addition, Multiplication and Division
LESSON OUTCOMES

-Solve inequalities using inverse operation in addition, 9.PR.4. Explain and illustrate strategies to solve single
subtraction, multiplication and division. variable linear inequalities with rational
coefficients within a problem-solving context
- What are the strategies to solve inequalities? o Generalize and apply a rule for adding or
subtracting a positive or negative number to
determine the solution of an inequality.
o Generalize and apply a rule for multiplying or
dividing by a positive or negative number to
determine the solution of an inequality.
o Compare and explain the process for solving
a linear equation to the process for solving a
linear inequality.
o Compare and explain the solution of a linear
equation to the solution of a linear inequality.
o Graph the solution of a linear inequality on a
vertical or horizontal number line.
o Translate a problem into a single variable
linear inequality using the symbols ≥, >, <, or
≤.
o Create a context for a linear inequality
expressed graphically or symbolically.
MATERIALS KEY WORDS
Materials: -inverse operations

-Reference sheet/booklet -isolate variables
-Calculator -true inequalities
-Writing utensils -reversing the sign
-Smartboard and projector REFERENCES
-white boards for individual and/or group. Math Makes Sense
Page 20 of 24
ASSESSMENT EVIDENCE

Warm up activity X X
Worksheet problems X X
Recap at the end of class X X
Individual whiteboard X X X
Exit slips X X

LEARNING PLAN
Activate: - Review: go over fifth outcome in Root and Power. Give one question on the 10 mins
Acquire:
-Review of last lessons: introduction to inequalities.
15 mins
-Let students know that today we will be solving the inequality using the first
strategy: addition and subtraction.
-Ask students if they still remember on how to solve equations (inverse operation).
Compare and contrast, relate their answer with the strategy that will be used today
for inequality.
-Do examples as class, then students attempt to solve the remaining problem using
white board. Teacher circulates to assist students and to check their understanding.
-Emphasize that the answer will be in both form, set notation and how they graph it
pictorially using number line. Remind them again what is the different between
closed and open circles in number line.
-Go over as class if needed. Ask students their opinions on solving inequalities.
Easy? Hard? How does this relate to our previous chapter :solving equations.
Apply:
-Assign student with more practice questions, they can do it individually or in a
group. They can choose to do it in the whiteboards or on the note. 35 mins
-Hand in exit slips.
Closure:
-Quick recap about the lesson today. 5 mins
-Inform students what would be on the next class.
Reflections
Page 21 of 24
LESSON 7
Grade/Class 9 Math
Topic Test Review
LESSON OUTCOMES
Students will be able to: 9.PR.3.

-Solve all types equations and inequalities using the 9.PR.4.
correct strategies.
-Which strategies should I choose to solve equations - Student can solve most of equations and inequality
and equalities? including word problem in equalities.
MATERIALS KEY WORDS
Materials:
-Test review booklet
-Calculator REFERENCES
-Writing utensils Math Makes Sense
-Smartboard and projector Manitoba Curriculum Document for grade 9.
-white boards
- Scaffolding questions for them to work in a group.

ASSESSMENT EVIDENCE

White board work X X

Page 22 of 24
LEARNING PLAN
Activate, - Remind them that their test is coming up the next class and that today will be a 60 mins
Acquire, review.
Apply: - Start the review questions on the smart board and let students do it on their own
using their white board.
Group work:
-Divide students into a group of three and work together on the problems given.
One students hold the marker.
-Draw students back in the class and start doing some more questions on the
board.
Closure: 5 mins
- Ask students how they feel about this unit: on the scale 1 to 5 how do they feel?
How do they feel about the assessment test tomorrow.
Reflections
LESSON 8
Grade/Class 9 Math
Topic Test
LESSON OUTCOMES
Summative assessment for:

9.PR.3.
9.PR.4.
- Student ca demonstrate each outcome in the

curriculum guide.
Page 23 of 24
MATERIALS KEY WORDS
Materials (for each student):

-Test booklet
-Calculator REFERENCES
-Writing utensils Math Makes Sense
-Their own reference sheets Manitoba Curriculum Document for grade 9.
N/A
ASSESSMENT EVIDENCE

Unit test X X X

LEARNING PLAN
Activate, -Greet students and inform them that today is the test day. Explain some do’s and 63 mins
Acquire, don’ts. I.e: they can have calculator (has to be dedicated calculator), writing
Apply: utensils, and their premade reference sheets. Test booklet and scrap paper are
provided. Ask if anyone needs a calculator before they start and lend them if they
don’t.
-Remind them again that they can always check their answer by plugging into the
original equation and see if the equation is balance.
-Remind them again to check over before they hand in the test back.
-If some of them are done early, encourage them to stay quiet as some other
classmate are still concentrating to finish the test.
-If all of them are finished early, teacher can ask their opinion about the test and
ask if there is question, they wanted to go over as class.
Closure: - Ask students how they feel about this unit test and what they think they are 2 mins
doing in the test: on the scale 1 to 5 how do they feel?
- Inform the students about the new unit next class
Reflections
Page 24 of 24

Unit Plan Solving Equation and Inequalities

Uploaded by

Copyright:

Available Formats

You might also like

Unit Plan Solving Equation and Inequalities

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit Plan Solving Equation and Inequalities

Uploaded by

Copyright:

Available Formats

Unit Plan

Linear Equation and Inequality

Duration of Unit: 2 weeks (tentative)

Created by Ainu Muawidzah

where a, b, c, d, e, and f are rational numbers.

How can I undo operation that is being done to a variable?

Which Operation should I undo first to isolate the variable?

How are they different from equations?

What are the strategies to solve inequalities?

What strategies separated multiplication division from addition subtraction?

Students will be able to:

Students will demonstrate:

o Identify and correct an error in an incorrect solution of a linear equation.

Processes on which we will focus

Assessment Assessment Assessment

Observation of students work and problem solving X X

Achievement indicator from the curriculum document X X

Stage 3 – Planning for Learning

Subject area Strategy to Support Subject Area

o Math Makes Sense

Secondary Sources (Text Set, Multimedia, Print, Web, etc.):

Lesson Plans Overview

Lesson Duration Topic Outcome Assessment

1 65 minutes What is Students will be able to transfer the -Individual whiteboard

(first three form of equations)

3 130 Solving 9.PR.3. Model and solve problems using

(the last three form of equations)

4 65 minutes Work 9.PR.3. Model and solve problems using -Worksheets

5 65 minutes Introduction 9.PR.4. Explain and illustrate strategies to -Worksheets

7 65 minutes Unit review 9.PR.1, 9.PR.3, and 9.PR.4 N/A

8 65 minutes Unit test 9.PR.1, 9.PR.3, and 9.PR.4 Test

Time 65 minutes Date October 28, 2021

Topic What is equation?

Essential Understandings Specific Learning Outcomes

Essential Question Achievement Indicators

MATERIALS KEY WORDS

Performance Tasks: FOR AS OF

- Physics, Chemistry, Pre-Calculus. The use of equations in daily life is limitless.

Closure: -Quick recap of the lesson today. 5 min

Time 65 minutes Date November 1, 2021

Topic Solving Equations by Using Inverse Operations

Essential Understandings Specific Learning Outcomes

Essential Question Achievement Indicators

o Create a context for a linear equation.

Materials: -One-step equations

Performance Tasks: FOR AS OF

- Physics, Chemistry, Pre-Calculus. The use of equations in daily life is limitless.

Apply: Group work:

Topic Solving Equations by Using Balance Strategies

Essential Understandings Specific Learning Outcomes

Student will be able to:

Essential Question Achievement Indicators

Materials: -Lowest common denominator

Manitoba Document for grade 9

Performance Tasks: FOR AS OF

- Physics, Chemistry, Pre-Calculus. The use of equations in daily life is limitless.

Applied: Group work: 30 mins

-Quick recap of the lesson today (reiterate the highlights).