Cassandra Rubino

Learning Experience Plan

Subject: Mathematics Grade level: 7
Unit: Expressions and Equations Length of LEP (day/period/minute):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 (Summary Frame)
-Solve one step equations with a single
variable using the inverse operation of -Solving Equations Matching Game
multiplication to isolate the variable in order to (kinesthetic activity)
understand that equations must be balanced
on both sides. -Exit ticket (Pizza Word Problem)
-Apply their knowledge of number sentences
(equations) with a missing value (variable) in -HW Worksheet (Word Problems)
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

Students with disabilities or Students who are meeting Students who exceed the
special needs who require standards: standards:
additional support:
- Extra credit to encourage -Difficult, higher level
Kinesthetic learners - them to reach the next level worksheets and problems
Interactive physical activities
such as Solving Equations -Project based activities -Encouragement to further
Matching Game explore the topic of equations
ELL and Visual learners - -Different level worksheets
-Visual models -Challenge to research
-Concrete representations -Mixed ability grouping will situations or careers that
-Pictograph drawings with provide collaborative learning involve solving equations
symbols and pictures to and peer support to
represent equations accommodate all levels -Use online math websites to
-Graphic organizers to create class material
arrange steps and highlight -After school review for all
operations used to solve students who want to -Use NearPod to access
equations improve their performance websites, download graphs,
-Worksheets with examples and create quizzes for the
-Choice of creating a poster -Summary Frames to class https://nearpod.com/
or project based activity highlight important
instead of written exam information to help students
- Partner or group work develop accurate summaries
collaboration
-Videos or audio tapes
-Guided notes
Various Note Taking
Strategies:
-Teacher prepared notes
-Informal outline and web
-Combination notes (outline
and pictures or graphics)

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 3 (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.
ADMIT TICKET: Summary Frame (attached)
Class Use the information in the problem to complete the argumentation frame.
Examples

Summary
Frame

Guided
Notes

Equation
Index Cards

he Argumentation Frame
T
1. What information (evidence) is presented that leads to a claim?
Diego's work Ashleys work
s + 68.7 = 94.9 s + 68.7 = 94.9
-68.7 -68.7 - 68.7 - 68.7
s = 26.2 s = 163.6
2. What is the basic statement or claim that is the focus of the information?
Diego says the correct solution is 26.2. Ashley says it is 163.6.
3. What examples or explanations are presented to support this claim?
Diego solved the equation correctly because he used the appropriate inverse
operation of subtraction. The opposite of addition is subtraction.
4. What concessions are made about the claim?
Ashley solved the equation incorrectly because she did not use the appropriate
inverse operation. Since the equation involves addition, she should have used
the inverse operation of subtraction. She would have realized her error if she
had plugged her solution into the original equation to check her answer.

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
Recall from the previous lessons:
How are equations applied in the real world to solve problems?
Numbers & letters are used in equations to represent & solve real life problems
Why do we need to know how to solve equations?
(These skills can be used to help with situations students face every day.)
How do we solve or balance equations?
(Use inverse operations to isolate the variable in an equation)
Class discussion: Teacher and students recap their discussion from yesterday
on solving equations to emphasize the concepts. Teacher asks students to
think about the ways to solve equations.

Activating Prior Knowledge (what information will be shared with/among students to connect to
prior knowledge/experience)
Review how to solve equations by isolating the variable using inverse
operations of addition, subtraction and division.
Review metaphor- comparison of two things that appear different, but are
similar. An equation is a scale is a metaphor comparing a scale and an
equation. To be balanced, they both must be equal on each side. They both
show two quantities are equal.

Direct Instruction (input, modeling, check for understanding)

Step #1: Discuss the methods students have already learned for solving one
step equations (inverse operations of addition, subtraction and division). Share
with the class that today they will learn another way to solve equations. Ask
students to refer to the key terms on the glossary page. Inform students they
will use all the strategies they learned for solving equations 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. When solving division equations, we simplify using
the inverse operation of multiplication to cancel out terms. 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 the inverse operation of multiplication to isolate the
variable. Instruct students to write the example in their notebooks.
x = 8 check: 48 = 8
6 6
(6) x = 8 (6) 8 =8
6
x = 48
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 = 7 check: 35 = 7
5 5
(5)x = 7(5) 7=7
5
x = 35
Step #4: Encourage students to ask questions. If students successfully
understood the new concepts, provide them with the formative assessment
(Solving Equations Matching Game) 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)
Solving Equations Matching Game (kinesthetic activity)
1. Students divide into groups.
2. Students get cards with equations written on them.
3. Students get cards with solutions written on them.
4. Students place cards in two separate piles: equations and answers.
3. Students solve the equations.
4. Students match the answer cards that balance or solve the equations.
(Keep answer cards face down until all equations are solved.)
Matching Game Cards - Equations and answers
x + 12 = 20 answer: 8
x - 7 = 18 answer: 25
4x = 32 answer: 8
x=9 answer: 45
5
Peer editing / tutoring: Students exchange their work with another group and
discuss how they balanced equations in order to solve for the variable. They
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.

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
test. Students will use the Evernote App to summarize their class notes using
the Rule Based Summarizing Strategy in order to reinforce concepts
learned in class. Evernote is an exciting way to help students create digital
notebooks for handouts, HW, projects, note taking, and saving websites.
https://evernote.com/
 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: Pizza Word Problem
A large pizza pie with x slices is shared among 5 students so that each
students share is 3 slices. How many slices are there in the pizza pie?
Write the equation and explain how you solved the problem. Be sure to check
your answer and show all work. You may use your notes as a guide.
x = 3 Check: 15 = 3
5 5
(5)x = 3(5) 3=3
5
x = 15
References: (e.g. Book, course packet, pg #, complete web address URL)
https://www.engageny.org/common-core-curriculum
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.
 The Argumentation Frame

The Argumentation Frame contains the following elements designed to support a claim:
1. Evidence: information that leads to a claim.
2. Claim: the assertion that something is true- claim that is the focal point of the argument.
3. Support: examples of or explanations for the claim.
4. Qualifier: a restriction on the claim or evidence counter to the claim.
 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