First Day

45 minutes
SOL: A.1 The student will solve multistep linear equations in one variable.

Cognitive Objectives

Students will become acclimated to the rules and procedures of the classroom. Students
will be assessed on their previous knowledge from Pre-Algebra. Students will identify,
solve, and create multistep linear equations.

Materials and Advanced Preparation

Textbook: Discovering Algebra, instructor will have student letters ready on each desk
with a name on the desk assigning the seat (alphabetically).

Teaching and Learning Sequence

Introduction/Anticipatory Set: Students will enter the room and read the directions on the
board to find their assigned seat and begin reading their letter and doing the task
presented on that letter. Instructor will introduce herself to the student, giving her
background and expectations for the class. She will go over the rules, which are: be
respectful, be prepared and participate and ask the students to elaborate on what they
believe the rules mean. The instructor will then show a video about one –step linear
equations as a way to re-teach what the students had learned the previous year. The video
can be found through this link: http://www.youtube.com/watch?v=5YvIzjCV_xs.
Students will have access to this video in order to go over it multiple times if necessary.

The students will then be given an exercise to do independently to assess what they know
from their Pre-Algebra class.

Assessment:

Write the equation from the following sentence:

1. Five times a number is equal to fifteen.

2. Ten added to a number is twenty.

Write the equations using algebraic sentences:

3. x + 10 = 50
4. x – 12 = -12

Solve equations 1 – 6.

Lesson Development: The students will be split into groups of three to go over their
answers with each other and know that they must present an answer to the class. For
instance group 1 will be responsible for problem 1. and solving the equation. Then, each
group will present their answer to the class. Instructor will go over mistakes with the
students and attempt to have them figure out the correct answers on their own. The
instructor will ask if any students have other questions and go over their next activity,
which can be found, on pg. 233 of the text, which is balancing pennies. Students will be
split into different groups of two and given mini cups and pennies in order to demonstrate
this activity. The instructor will check for understanding by traveling around the
classroom making sure all of the students are on task and grasping the concept.

Closure: The instructor will call all students back to attention about 5 minutes before the
end of class, go over their homework assignment and give them a chance to ask any more
questions.

Homework:

1. You have 4 pennies and x number of dimes. You have a total of 10 coins. How
many dimes do you have?
2. There are 25 students in this class, 17 were present. How many were absent?
Write the equation and solve for the missing variable.
3. x + 5 = 16, what is x?
a. 12 b. 11
c. 5 d. 7
4. Two more than five times a number is ten. How would you write this as an equation?
a. 2x +5 = 10 b. 2 + 5 = 10
c. 2 + 5x = 10 d. 2 + 50x = 10
5. Solve number 4.

• Also have students return parent letters next class.

Assessment

Formative: Using Pre-Algebra review, assess what students already know and what could
be re-taught. Check for understanding by asking if students have any questions and taking
time to go over any difficulties they are having. Monitor the partner activity and travel
the room making sure students are on task and understanding the material. Go over the
homework in the next class.

Summative: Use a test to assess their knowledge of the subject.

References

Murdock, Kamischke, E., Kamische, E. Discovering Algebra: An investigative approach.

Emeryville, CA: Key Curriculum Press, 2002.