Instructional Software Lesson Idea

Lesson Idea Name: Equations Online

Grade Level/Content Area: 7th grade

Content Standard Addressed: MGSE7.EE.4 Use variables to represent quantities in a real world or
mathematical problem, and construct simple equations and inequalities to solve problems by
reasoning about the quantities.

ISTE Technology Standard Addressed:  What would you like students to know and be
1.3.c able to do by the end of this lesson: I would like
students to be able to make equations or
Students curate information from digital resources inequalities and solve them.
using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful
connections or conclusions.

What is the student learning goal for this lesson idea?

I will be able to read and solve equations with mystery numbers (variables).

Selected Instructional Software Tool: PhET Equality Explorer simulation

Description of Software: This software is an instructional tool that supports student play and pattern
recognition. The tool allows students to add or remove weighted objects on a scale to see the value
of equations with the image of weight.

URL(s) to support the lesson (if applicable): https://phet.colorado.edu/sims/html/equality-

explorer-basics/latest/equality-explorer-basics_en.html

Type of Instructional Software:

☐ Drill and Practice ☐ Tutorial X Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

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 Instructional Software Lesson Idea
☐ Assessment Monitoring/Reporting

☐ Allows teacher to create customized lessons for students

X Multi-user or collaborative functions with others in the class

☐ Multi-user or collaborative with others outside the class

X Accessible to students beyond the school day

X Accessible via mobile devices
☐ Multiple languages

☐ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying X Analyzing X Evaluating ☐ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the teacher's
direction and expectations. Learning activities are assigned to the student and mostly practice based.

X Student-Led: Students are given voice and choice in the activities. They may select the topic of learning
and/or determine the tool they will use to meet the learning goal. The teacher facilitates the learning as
the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom. (Note: This
objective could be reached by displaying the project on the school’s morning newscast, posting the project
to the classroom blog, presenting it to another class, or publishing it via an outside source.)

How will you connect this topic to students’ prior knowledge as you teach?
This lesson would connect students' prior knowledge of weights and scales to the concept of
variables and mathematical equations. They will be able to collaborate and question one another as
they work together on this simulation.

Lesson idea implementation:

I would start the lesson with a word problem about a king with equally weighted bags of gold. He
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 Instructional Software Lesson Idea
plays with his gold by asking someone to place the bags on a two-sided scale along with lead weights
of known values. His game is to solve for the weight of the individual gold bags. This warm up
question would give students time to think and collaborate with the person sitting next to them.
Then, we would shift into groups. Each group would have one computer and a whiteboard with
markers. The groups would be asked to create 3 different equal scale scenarios and draw them out
on their whiteboards. Then, they would have to find values for those weights they put down. What
weights for the balls and cubes would work for this scale equality?

During this time, I would walk the room to listen to their conversation and ask specific students for
clarification if they are not explaining their statements. Finally, I will ask students to use their boards
to explain one of their scale examples to the class along with possible values the balls and cubes
would be. I would also want students to explain their process to find the values. At the end of the
presentations, we would discuss the different strategies students used and how we can put them
into generalized steps. Before students left, we would read the lesson goal together and ask
ourselves (and each other) if we had hit that goal. If not, what stopped us? If so, how can we prove it
to ourselves (and each other)?

Universal Design for Learning (UDL) Reflection:

This tool used from PhET is a great support for students with ADHD or who are emerging bilinguals.
The tool does not need English and gives great visuals for students who need the extra support. All
students in the lesson would benefit from the tool because it brings a tangible aspect to balancing
equations with its representation of weight on a scale for an equality. I hope this lesson helps
students build familiarity with one another and confidence to speak from their perspective. I also
would like students to learn that they will always be expected to explain their reasoning to their
peers. And, of course, I want this activity to give students an understanding of equalities that they
can reference for the remainder of their mathematical career.

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