Cassandra Rubino

Learning Experience Plan

Subject: Mathematics Grade level: 7
Unit: Expressions and Equations Length of LEP (days/periods/minutes):1
day
Topic: Solving Equations With One Variable
Content Standards: (include only standards addressed in this LEP)
Use properties of operations to generate equivalent expressions.
7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear
expressions with rational coefficients.
7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can
shed light on the problem and how the quantities in it are related.
Solve real-life and mathematical problems using numerical and algebraic equations.
7.EE.B.3 Solve multi-step real-life and mathematical problems with rational numbers in any
form. Apply properties of operations to calculate with numbers in any form.
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and
construct simple equations to solve problems by reasoning about quantities.
Literacy Standards: (include only standards addressed in this LEP)
Speaking and Listening (grade 7): 1.Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and
issues, building on others ideas and expressing their own clearly.
Language (grade 7): 5.Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings. 6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Reading (grade 6-8): 4. Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 68 texts and topics.
Writing (grade 6-8): 2. Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills)
Students will: -Admit Ticket
-Solve one step equations with a single
variable using inverse operations of addition -Group Work (Piggy Bank Word Problem)
and subtraction to isolate the variable in order
to understand that equations must be -Exit ticket
balanced on both sides.
 -HW Worksheet
-Apply their knowledge of number sentences
(equations) with a missing value (variable) in
order to understand how they are used to find
solutions for mathematical problems or real
life situations.

Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching On-level Beyond

Accommodate students with Offer extra credit problems or Provide more difficult, higher
disabilities and special needs projects to encourage them level problems / worksheets.
with extra support such as to reach the next level. Challenge them to research
verbal and written notes and situations or careers that
group work with partners. involve solving equations.
Provide guided notes,
additional examples to help
students understand steps.
Offer after school review.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Equations are used to solve problems in science courses, especially physics. For example,
the formula for density is mass divided by volume (D=M/V).

Materials Procedures/Strategies

White board Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of
Markers the concept to be learned)
Instruct students to complete the ADMIT TICKET independently, allowing them
Glossary to use the glossary if they need to review key terms. Review answers together.
Write the opposite (inverse) of the integer below:
Class -56 answer: +56
Examples -67 answer: +67
98 answer: -98
HW
worksheet Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
-What is an equation?
-What value of the variable will create two equivalent expressions?
-How do I make sure all variables are on one side of the equal sign?
(Use inverse operations to isolate the variable in an equation)
-How are equations applied in real world situations to solve problems.
-Class Discussion: Ask students why it is important to know how to solve
equations. Encourage students to share their thoughts on why they need to
know how to solve equations. Engage students in a discussion on how
numbers and letters can be used in equations to represent and solve real life
problems and that they can use these skills to help them with situations they
face every day.

Activating Prior Knowledge (what information will be shared with/among students to connect to
prior knowledge/experience)
Metaphor Activity:
https://www.mathsisfun.com/definitions/balance-scales.html
https://www.mathplayground.com/AlgebraEquations.html
http://www.hoodamath.com/mobile/games/algebrabalanceequations.html
https://ny.pbslearningmedia.org/resource/mgbh.math.ee.balance/balancing-sc
ales-to-solve-equations/#.WNWmjWe1vGg
Ask students to recall from English classes that a metaphor is a figure of
speech that expresses abstract relationships. It is used to compare two things
that do not appear to be similar. For example, An equation is a scale is a
metaphor comparing a scale and an equation. They appear to be completely
different, but on an abstract level they are alike. Ask students, in what ways
are they different? A balance scale is an instrument used to measure the
weight of objects. It has a balanced beam and two pans. When the pans
contain exactly the same mass the beam is in balance. You can place an
object in one pan and standard weights in the other to find what the object
weighs. An equation is a mathematical statement that says two expressions
have the same or equal value. It is a number sentence with an = sign. Now
ask students, in what ways are they similar? In order to be balanced, they
both must be equal on each side. They both show that two quantities are
equal.

Direct Instruction (input, modeling, check for understanding)

Step #1: Discuss the skills and concepts students need to know before
beginning the new lesson. Remind students they will need to use the skills they
already learned with inverse operations in order to solve one step equations.
Choose several students to read key terms from the Glossary page.
Vocabulary: additive inverse, equation, equivalent equations, inverse, inverse
operations, operation, opposites ,solution, variable.
Inform students they will have an opportunity to apply this knowledge to solve
real life problems.

Step #2: Explain the steps: Remember an equation is a balance scale. To

keep it balanced, whatever you do must be done to both sides of the equal
sign. To find the value of the variable, we need to isolate the variable to one
side of the equation. To balance an equation, we use inverse operations which
undo or cancel each other. First simplify using inverse operations of addition or
subtraction to cancel out terms. We undo addition or subtraction by adding the
opposite number (additive inverse). When the variable is completely isolated,
you have solved the equation.
Demonstrate how to solve the following example of a one step equation with a
single variable using inverse operations of addition and subtraction to isolate
the variable. Instruct students to write the example in their notebooks.
x+7=4 check: -3 + 7 = 4
-7 -7
x = -3

Step #3: Involve the students by allowing them to state the steps and asking
them to help you and guide you through another example in order to check if
they understand what you have done so far.
x - 5 = 11 check: 16 + (-5) = 11
+ 5 +5
x = 16

Step #4: Encourage students to ask questions. If students successfully

understood the new concepts, provide them with the formative assessment
(Piggy Bank Word Problem) to work on problems and practice what they have
just learned. Allow them to work together in groups for collaborative and
successful progress.

Guided Practice (how students will demonstrate their grasp of new learning)
Peer editing / tutoring: Students will discuss how a balance scale and an
equation are different, but also similar. Then they will exchange their Piggy
Bank Word Problem with another group and discuss how they balanced
equations in order to solve for the variable. Students will compare their work to
the work done by the other group and comment on similarities and differences.
Students will work cooperatively to ensure all groups understand the process
involved in finding the correct solutions.
Word Problem (Real Life Example)
Jeanne has $17 in her piggy bank. How much money does she need to buy a
game that costs $68?
Solution: Let x represent the amount of money Jeanne needs. Then the
following equation can represent this problem: 17 + x = 68
We can subtract 17 from both sides of the equation to find the value of x.
x = 68 - 17 x = 51, so Jeanne needs $51 to buy the game.

Independent Practice (what students will do to reinforce learning of the lesson)

 For homework, students will independently complete a HW worksheet
(formative assessment) to reinforce concepts learned in class, which will be
reviewed the next day to ensure their understanding and prepare them for the
quiz. Students will use the Desmos App to graph equations in order to
understand how equations and graphs are related. The Desmos graphing
calculator provides a visual so that students can see the relationships between
equations and graphs.
Homework Worksheet

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Ask students if they have any questions or concerns regarding classwork or
homework. Hand out an Exit Ticket (formative assessment) to each student to
complete independently before they leave the classroom.
EXIT TICKET: Consider the metaphor, An equation is a scale.
Write a detailed explanation of how a balance scale and an equation a re
different, but also similar. Then explain the steps used to rearrange or balance
equations in order to solve for the variable. You may use your notes and
handouts as a guide.

References: (e.g. Book, course packet, pg #, complete web address URL)

https://betterlesson.com/lesson/545808/solve-one-step-equations-using-inverse-operations
https://www.mathworksheets4kids.com/one-step-equation.php
https://cdn.kutasoftware.com/Worksheets/Alg1/One-Step%20Equations.pdf
 Glossary

Additive inverse - The additive inverse of any number x is the number that gives zero when
added to x. The additive inverse of 5 is -5.

Equation - A mathematical statement that says two expressions have the same value; any
number sentence with an =. A number sentence i s a statement of equality between two
numerical expressions.

Equivalent equations - Two equations whose solutions are the same.

Inverse - Opposite. -5 is the additive inverse of 5, because their sum is zero. 1/3 is the
multiplicative inverse of 3, because their product is 1.

Inverse operations - Two operations that have the opposite effect, such as addition and
subtraction.

Multiplicative inverse - The reciprocal of a number.

Operation - Addition, subtraction, multiplication, and division are the basic arithmetic
operations.

Opposites - Two numbers that lie the same distance from 0 on the number line but in opposite
directions.

Solution - The value of a variable that makes an equation true.

To solve an equation means to find a value for the variable that makes the equation true.

Variable - A letter used to represent a number value in an expression or an equation.

Guided Notes