Carlos Chavez

Edu 220
Professor Wyckoff
07/13/2022
Subject: Algebra, 9th-grade
Topic: Solving Linear Equations and Inequalities in
One variable
Title: The truth of an Equation
Standard:
● Reasoning with Equations and Inequalities- A-REI, B.3: Solve linear
equations and inequalities in one variable, including equations with coefficients
represented by letters.
Objective:
Students will be able to solve linear equations in one variable with 90 percent accuracy.
Students will be able to solve linear equations with coefficients represented by letters
with 90 percent accuracy.
Students will be able to solve inequalities in one variable, including equations with
coefficients represented by letters with 90 percent accuracy.
Students will be able to justify their answers with 90 percent accuracy
Materials:
Students: notebook, pencil, laptop, internet access, Canvas account
Teacher: whiteboard, different colored markers, laptop, internet access, Canvas
account
Procedure:
Orient:
Students will be able to identify linear equations
Students will be able to disguise between coefficients, parameters, constants, and
variables
Students will be able to set up equations to solve for the variable
Student will be able to identify identities and contradiction
Students will understand when to switch inequality signs when solving inequalities
Key Vocab:
 ● Linear Equations: an equation in which the highest exponent of the
variable(s) is 1
● Solution Set: all possible solution for the equation
● Properties of equality:
○ If x=y, then y=x
○ If x=y, then x+z=y+z
○ If x=y, then x-z+x-y
○ If x=y, then x*z=y*z
○ If x=y, then x/z=y/z
○ If x=y and y=z, then x=z
●
● Identity- all value of the variable that make it true
● Contradiction - an equation with no solutions

Prerequisites/Review
● The components of an equation
○ Variable: symbol and placeholder for a quantity that may change, or any
mathematical object
○ Constant: a value or number that never changes in expression
○ Coefficients: multiplicative factor in some term of a polynomial, a series, or an
expression
● Exponents
○ What does it mean to be in the power of n
● Simplifying expressions
● Distributive Property
● Order of Operation
○ PEMDAS
● Rule of Inverse
○ Addition is the inverse of Subtraction, and vice versa
○ Multiplication is the inverse of Division, and vice versa
● Graphing inequalities
○ Number lines
● Recall simplifying factors
○ Divide out common factors
warm-up activity: Students will work independently for 6 minutes on the warm-up
worksheet in Canvas, after which the teacher will go over the answers
1) Graph the inequalities:
a) X < 4
b) X ≥ 1
c) X ≤ 6
d) X > 2
2) Simplify the express:
a) 3x+8-2x
 b) 3(x-4)
c) 7x-4(x+2)
3) Simplify each fraction
a) 4/12
b) 14/16
Introduce:
The lesson begins with an example of how to use a linear equation in the students daily
lives: I will give this scenario “ You’re bored one day so you decide to go to the arcade,
but you only have $20 in your pocket. It cost $4 to get into the arcade and each game
cost $1. How many games can you play?” As this scenario is being said, I will be setting
up the linear equation: $1x+$4=$20. I will give students a moment to discuss with their
partners the possible answer to the problem(~1 min). We will then discuss it as an entire
class. (~2 min).
Teach:
go over what makes an equation linear(notes)
Ask the class what they think it means for an equation to be linear
An equation where the highest power of a variable is one
show examples of linear and nonlinear equation (written on the board and
students notes)

Linear Equation Non-Linear Equations

x+4=2 √(x) + 4 = 16

x - (4 + 9) = 3 x (x + 4) = 17

4x + 2 = 6 - 7x 1/x^2=7

Overview of the steps for solving linear equations. Steps will be written on the board
and in students' notes
simplifying the equation/ putting the variable on one side
Combining like terms; distributing to get rid of parentheses, removing
fractions, etc.
 Isolate the variable by taking the inverse of the constants and parameters to
move those: What is the opposite of +? -; what is the opposite of *? /. Discuss
Properties of Equalities.
Check the answer by plugging the answer into the variable. Make sure that both
side are the same
Using the scenario, briefly reviewing the components of the equation, then go straight
into solving the problem using the steps above, making sure students are following
along (notes)
$1 being the coefficient ( as this effects the variable but stays constant), $4 and
$20 the constant (as these will never change, you will only have $20 and the
entry fee will always be $4), x the variable ( as this is dependent on how many
game you play)
Using the scenario make a more general equation use a letter coefficient and constants
ax+b=c

Discuss Identity and Contradiction, writing examples and vocab on the board and
having student follow in their notebooks
Example of Contradiction:
5x-2=5x+3 Subtracting 5x to both side, canceling the variable, leaving us with a
false statement -2=3, signifying that the equation has no solution
Example of Identity
4x-4=2(2x-2) Simplifying the equation, subtracting 4x from both side, canceling
the variable, leaving us with a true statement, signifying that the solution is all real #
Show how to solve and graph linear inequalities, writing on the whiteboard and followed
along by students in their notebooks
x+2<4 x<2
Show the switching of symbols when multiplying/dividing by a negative number
-2x+4<6 x>-1

Check for Understanding:

 While doing the last few problems, I will call on students to help me answer the
equation/inequalities; each student called on, contributing one step of the process. I will
coach and direct students in the right direction if needed.
have the class help me solve three other equations that will be written on the board and
followed along in students' notes
x+4+6=8 x=-2 2x+6=x-9 x=-3 4x+4=14-x x=2
Go over 3 more inequalities using the student help to solve and graph the inequalities;
written down on the board and students’ notebooks
-x+8<4 x>4 2x+6≥x+1 x≥-5 x+4>4 x>0
As students work together or alone on the Canvas worksheet, I will walk around
the room checking for mistakes, resolving any problems, and discussing problems that
seem to stump multiple students.

Practice (Independent or Group and Modifications for Exceptionalities)

Independent or Group practice for mainstream learners:
Students can work individually or with a partner to complete Canvas
worksheet. Students can ask their partner or another group of students for help. If the
problem goes unresolved, the student should raise their hand
Modifications for Students with special needs:
Gifted -
● Provide more word problems
● Provide more complex problems
● Prompt them to create word problems from their everyday life
Learning Disabled -
● Provide one-on-one instructional time with students
● Provide immediate feedback on Canvas worksheet, with step-by-step instructions
English Language Learners -
● Provide prewritten, translated notes
● Offer minimal to no, word problems
● Translated Notes should have more visual aids (arrows, colors, etc)
Closure:
10 minutes before class is done, the entire class will go over the answers. Students will
say what they got and how they got it. I will coach any problems and answer any
questions.
Assess Performance/Provide Feedback:
Homework will be assigned in Canvas; it will be turned in and discussed next session,
along with any problems and questions.