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EDR 321 Student Name: Brealyn Beals

Grade Level/Content Area: 9
th
Grade/ Mathematics
Placement School: Wyoming Jr. High
Collaborating Teacher: Patrick Mchugh

Content Area
(Class)/Grade
Algebra I/9
th
Grade Date of Lesson Most Likely 11/6 (Subject to Change)
Lesson Title Solving Two Step Equations Lesson Independent Co-planned
Standards HSA-REI.A.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting
from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
HSA-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
HSA-REI.D.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often
forming a curve (which could be a line).
Math.Practice.MP3: Construct viable arguments and critique the reasoning of others.
Key Vocabulary Texts/Visuals/Resources/Supplementary Materials
No New Vocabulary
Previous vocabulary that students need to understand for the lesson: equality,
inverse, justify, variable, deductive reasoning (all tier 2)
Who is Correct? Handout
Prentice Hall Mathematics: Algebra I textbook as a resource for necessary
vocabulary and homework problems
Whiteboard and markers
Lined paper for students

Context

This lesson is the first lesson in the unit, Linear Equations and Inequalities with One Variable. Prior to this unit,
students learned about linear functions and had a brief preteaching/review unit on Solving Simple Equations. This
lesson is important because it provides the students with the understanding of what it means to solve an equation.
Students will understand that the fundamental process of solving equations involves writing equivalent expressions.
The validity of the process of solving an equation is based on deductive reasoning, and the students must be able
to justify each step by citing a property or theorem. Students will engage in the standard for mathematical practice
MP3, construct viable arguments and critique the reasoning of others. The understanding and knowledge
conveyed in this lesson is necessary for understanding inequalities and solving inequalities, which will be explored
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later on in this unit.

Essential Question: Can students solve one and two step equations?
Objectives Meaningful Instructional Activities Assessment
Content Objective(s)
Students will understand how
inverse operations are used to
undo operations. They will apply
this understanding by correctly
solving a one-step equation
Students will understand that
inverse operations should be
performed in the opposite order
from the order of operations. They
will apply this understanding by
correctly solving a two-step
equation.
Students will know they that
deductive reasoning can be used to
explain each step of a solving a
two-step equation, and will
demonstrate this knowledge by
correctly explaining each step of a
solution.
Students will understand how two-
step equations can be used to
model real-world scenarios and will
know how to solve them. Students
will demonstrate this understanding
by correctly modeling and solving a
story problem.


Language Objective(s) (including
vocabulary)
Students will be able to
communicate their mathematical
understanding (the objectives
Launch
The teacher will tell the students that they are
beginning a unit on Linear Equations and Inequalities
with One Variable. The teacher will remind the
students that they just learned about solving one step
equations and will tell students that they will be
creating a KWL on solving multi-step equations. The
class will fill out the Know and Want to Know
section together. The teacher will inform the students
that they will be learning about two step equations
today and multi-step equations the next day. The
students will add to the Learned section after the
days lesson, and finish the section after the next
lesson.
By beginning a KWL, students can access prior
knowledge about the topic and will be able to build
understanding in the upcoming lesson. The teacher
will ensure that key vocabulary terms such as
inverse, variable, and deductive reasoning are
mentioned and discussed. The W stage will help the
students recognize the purpose of the upcoming
reading and lesson.
Lesson Sequence
(Steps that provide instruction and practice and application of
key concepts, language and vocabulary via speaking, listening,
reading, writing, viewing and representing visually; based on
Gradual Release of Responsibility.)
The teacher will introduce the idea of solving two step
equations and remind students that to solve
equations, you use the properties of equality
repeatedly to get the term with a variable alone on
one side of the equation and with a coefficient of 1.
I Do -The teacher will demonstrate the solving of a
two-step equation by solving:

. The teacher
will emphasize that since we are using inverse
operations, it we need to perform operations in the
opposite order from the order of operations. The
teacher will be sure to explain each step of their
Assessment of Student Learning
Launch
The teacher will assess students understanding
based on students responses for the Know
and Want to Know section of the KWL.
Lesson Sequence
The teacher will model during the I Do and will
begin to check for understanding by calling on
students during the We Do, while still
assisting.
After allowing students to work independently in
You Do, the teacher will assess student
understanding by circulating around the room.
The teacher will help address misconceptions
by presenting an incorrect answer and observe
student explanations of solutions.
The teacher will walk around the class during
the Written Conversation activity to ensure
that students are staying on task, to help
facilitate deep conversation, to answer
questions, and to assess student
understanding. The teacher will read some of
the conversations as they are being written and
will listen to students when they are allowed to
verbally communicate.

Wrap-up
During the wrap up, the teacher will facilitate
class discussion and answer any questions that
the students might have. The teacher will also
collect the student written conversations and
review them for conceptual understanding.
The teacher can also asses student
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above) by writing a correct
argument and/or defense in the
Written Conversation activity.

thinking.
We Do -The teacher will then call on students to
help solve the next problem using similar reasoning:
. The teacher will ask students to defend
each step using deductive reasoning.
You Do -The students will ask the students to solve
a problem independently:

.
The teacher will call on a student to write their steps
on the board and another student to explain the
students work using deductive reasoning. The teacher
will circulate during the students independent work so
they can identify a common misconception and
present an incorrect solution for the class to examine.
The teacher will then pass out the Who is Correct?
handout. The teacher will instruct students to work
with their partner (the student sitting next to them) to
read the handout and determine who solved the
problem correctly. The students will be told that they
will communicate with their partner using Written
Conversation. This note passing activity allows
students to argue and critique reasoning while
practicing their mathematical communication skills.
If some students finish before others, they can work
on writing a note to the incorrect student explaining
the error using deductive reasoning.
After students have had some time to pass notes, the
teacher will instruct them to talk to each other about
the problem for a few minutes aloud.
Wrap-up
The teacher will engage the entire class in a group
discussion about the problem. The teacher will review
the key concepts of the lesson: solving for the
variable with a coefficient of 1, inverse operations,
and inverse order of operations.
Students will add to the Learned section of their
KWL and will save it for the next lesson on multi-step
equations.
Students will be assigned problems 2-26 evens on
page 122 of their Algebra I textbook for homework.


understanding when the class fills out the
Learned section of the KWL. This allows the
students to express their understanding using
their own words and provides a record of
student understanding for the teacher to review
and use for future lesson planning.
Connecting this lesson to literacy-based research/literature:
The class begins the lesson (and the unit) by constructing a KWL on multi-step equations. According to Daniels and Zemmelman (2014) KWLs are useful for
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setting puproses for reading and connecting to and building background knowledge. The K section of a KWL helps students activate their prior knowledge and
helps students connect new and confusing topics to what they already know. This connection increased student comprehension and also allows students to realize
their own misconceptions. The W section gives the students a purpose for reading and helps increase student curiosity. The L section allows students to reflect on
what they have learned and answer their own questions.
The students also participate in a Written Conversation after reading the Who is Correct? handout. The Written Conversation activity comes from Subjects
Matter and allows every student in the class to be engaged in conversation about the handout at the same time (Daniels & Zemmelman, 2014). This allows every
students voice to be heard and also provides a written record of each conversation that the teacher can later review. This activity can be used as a formative
assessment and the teacher can review the discussions to identify student misconceptions. From a mathematical standpoint, this activity allows students to
engage in the third mathematical standard for practice of construct[ing] viable arguments and critique[ing] the arguments of others (CCSS.Math.Practice.MP3).
References
Daniels, H.S. and Zemmelman, S. (2014). Subjects matter: Exceeding standards through powerful content-area reading. Heinemann: Portsmouth, NH.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for
Mathematics. Washington, DC: Authors.