ED 321 LESSON PLAN 4-5

Name:Kerry Seiberlich
Date:

Content Area: Mathematics

11/30/14

Outcomes:

Grade Level: 6th

(WI Teacher Standards #1, 2)

State or district standard:

CCSS.MATH.CONTENT.6.EE.5
o Understand solving an equation or inequality as a process of answering a
question: which values from a specified set, if any, make the equation or
inequality true? Use substitution to determine whether a given number in a
specified set makes an equation or inequality true

Instructional objective(s):
o Students will be able to add and subtract integers from variables (and vice
versa) in number sentences in order to solve for the variables value.
o Students will be able to create their own equation with one or more steps.

Assessment:

(WI Teacher Standard #8)

Discussion, observation, ALECKS, equation activity

Materials Needed:

(WI Teacher Standard #3)

SmartBoard, scratch paper for each student

Total
needed:
Totaltime
time
needed:
~15-20min

Procedures:
Procedures:

(WI Teacher Standard #7)

Introduction 3-5 min:
o Today, well talk about how to solve one-step equations (a math sentence
where two sides are set equal to one another) and build on what you
already know about integers (positive and negative whole numbers!) and
their operations.
o Put up a simple fill-in-the-blank equation (addition or subtraction of
integers) onto the board.
Something like __ + 6 = 10
ASK: How would you solve this equation?
Hopefully some answers sound like add/subtract ___ to/from both
sides!

 What about an equation that looks like this one? 6 * __ = 18

TABLE-TALK:
Why did you choose that particular operation to solve the equation?
Inverse operations! (operations that cancel one another out, like
adding/subtracting and multiplying/dividing)

Steps for instruction 10-15 min:

o Were going to do the same thing, except insert a variable for our box.
What word does variable sound like?
Like the box, a variable represents an unknown or varying value.
CAUTION: any letter can be used as a variable! A, B, C, X, Y, and Z are
the most common, though.
TABLE-TALK:
Talk to your table partner about WHY we used the inverse operation
earlier. What were we trying to do, aside from simply solve the
equation?
Answers should hopefully be along the lines of to get the
box/variable alone
o Exactly! We wanted to isolate the variable, or to get our unknown value
by itself on one side! Then we know that x is equal to __ just by reading our
equation.
o ACTIVITY:
Alright, everyone has a piece of paper, right? Before anything else, write
your name on it. What I want you to do with that sheet is to write an
equation on it. The only rules are this: It has to have at least ONE step to
solve, and x has to equal -9. Other than that, the equation can be as
difficult or as simple as you want, but try to challenge yourself!
CAUTION: How can you be sure that your equation meets the
criteria? Double-check your answer!
o Rewrite your equation on the back without any of your own answerchecking and pass it to your table partner. Theyre going to put their
name at the top and work out your problem, making sure to write in their
steps for solving. If they come up with a different answer than -9, then go
ahead and discuss what could be changed to get X equal to -9!

Strategies for students requiring additional assistance:

Students that require additional assistance will have access to various media to
support their learning, including games, videos, and math practice, as well as
additional mini-lessons and conferencing (as needed) in order to reinforce their
understanding of how to solve one-step equations. In the activity, students are able
to make their equation as simple or as complicated as they are able, but the
minimum criteria is to meet the lesson objective. This way, everyone is challenged at
a level thats appropriate to them.
Closure 1 min:
o Wrap up any questions or discussion.

o Rehash the learning

We used our understanding of integers and variables to not only
solve one-step equations, but also to create our own!
o Move on to independent work/conferencing/mini-lessons as indicated by Ms.
Scheibers schedule.