Download algebra1 4.0

Subject Area: Mathematics
Lesson Design
Mathematics
Grade Level: Algebra I & CAHSEE
Benchmark Period
Duration of Lesson:
Standard(s): 4.0 Students simplify expressions before solving linear equations & inequalities in one
variable, such as 3(2x-5) + 4(x-2) = 12. (2 questions on CAHSEE)
Learning Objective: Students will solve linear equations
Big Ideas involved in the lesson:
The solution of a linear equation is the value(s) of the variable in the equation that makes the equation true.
As a result of this lesson students will:
Know:
 Vocabulary: like terms, coefficient, constant terms, exponents, variables, linear equations,
combining like terms, solve, simplify, expressions, solutions, round-off error, integers, reciprocal,
opposite, identity.
 Order of Operations.
 Distributive Property.
 Commutative Property.
 Associative Property.
 Addition, Subtraction, Multiplication, & Division Properties of Equality
Understand:
 The solution of a linear equation in one variable can be:
- one point on the number line if the equation has a unique solution.
(e.g., 2x + 1 = 5, reduces to x = 2),
- infinitely many solutions if the equation reduces to an identity.
(e.g., 2x + 3 = x + 3 + x, reduces to 3 = 3),
- no solution if the equation reduces to an incorrect statement.
(e.g., 2x + 3 = x + 2 + x, reduces to 3 = 2).
Be Able To Do:
 Identify & collect the like terms to simplify linear equations in one variable.
 Apply order of operations to simplify linear equations in one variable.
 Determine the number of solutions to a linear equation in one variable
o One solution: the equation reduces to x = constant a, (x = a)
o Many solutions: the equation reduces to constant a = constant a, (a = a)
o No solution: the equation reduces to constant a = constant b which is not true, therefore
there are no solutions, (a = b).
 Identify which properties are being used to solve linear equations in one variable.
 Solve linear equations in one variable.
Assessments:
What will be evidence of
student knowledge,
understanding & ability?
Formative:
 ABWA
 Algebra tiles
 Problems on the board:” I
do one, you do one”.
Summative:
Quiz
Chapter test
Benchmark
1
CFU Questions:
1) Students view matching exercises and are
asked to show how they found solutions. 2)
Show “Digital Curriculum” video (a section
of it) and ask relevant questions.
Anticipatory Set:
a. T. focuses students
b. T. states objectives
c. T. establishes purpose of
the lesson
d. T. activates prior
knowledge
Instruction:
a. Provide information
 Explain concepts
 State definitions
 Provide examples.
 Model
b. Check for
Understanding
 Pose key questions
 Ask students to
explain concepts,
definitions, attributes in
their own words
 Have students
discriminate between
examples & non-examples
 Encourage students
generate their own
examples
 Use participation
Lesson Design
Mathematics
Lesson Plan
What is the solution to equation A (or what does it match with?)(Have
equity cards). Attachment: Opening activity.
Show digital curriculum video “Working with variables” (2:50) and use
equity cards to ask questions: “how many ways can you solve the
expression using distributive property? Do you get the same answer? Can
you give me another example illustrating distributive property?
Power Point Presentation: Paco and Diane go to the taco stand.
-How many tacos did Paco first buy?
-How can we express with variables and numbers the total amount of tacos
after Paco’s first binge?
-After he repeats the process?
-How many tacos did Diane buy?
-How do I express that with variables and numbers?
-What is the total amount of tacos bought?
-Illustrate the story with an algebraic equation.
Instructor solves on the board along with the students.
CFU:
Tell me how you set this problem up.
Is there another way to set this up?
Explain how you got your answer?
Set up a Frayer model to show a non-example. 3(x+2) +1=3x+6+3.
Demonstrate on the overhead with algebra tiles:
2x + 7 = 11
2(3 + x) = 10
-2x + -3 = 5
Draw a picture of the very same equations.
Solve using properties of equality.
Guided Practice:
Divide class into groups of three and write three equations similar to the
a. Initiate practice activities
ones in instruction. One student will use algebra tiles, another will draw and
under direct teacher
another one will record the equations. For example:
supervision – T. works
2x + 3 = 5
problem step-by-step
3( x + 1 ) = 9
along w/students at the
-3 x + -1 = 4
same time
b. Elicit overt responses from Check work. Solve equations on the board using properties of equality and
clarify to students the steps involved.
students that demonstrate
-Write equations on the board with different levels of difficulty: simple
behavior in objectives
expression, equation with one variable on one side, equation with a variable
c. T. slowly releases student
on both sides, include fractions and decimals. Have volunteers and nonto do more work on their
own (semi-independent)
volunteers come up to the board and correct as they go along.
d. Check for understanding
Attachment: Worksheet on overhead.
that students were correct Questions:
at each step
How would you start this problem?
e. Provide specific
Is this the only way to start?
knowledge of results
Would you get the same answer if you started differently?
f.
Provide close monitoring
2
What opportunities will
students have to read, write,
listen & speak about
mathematics?
Closure:
a. Students prove that they
know how to do the work
b. T. verifies that students
can describe the what &
why of the work
c. Have each student perform
behavior
Independent Practice:
a. Have students continue to
practice on their own
b. Students do work by
themselves with 80%
accuracy
c. Provide effective, timely
feedback
Resources: materials needed
to complete the lesson
3
Lesson Design
Mathematics
What was the property we used to solve this/these problems?
They experimented with algebra tiles, worked in groups and they discussed
it, they read and listened to the power point presentation.
Quick review of the concept. Draw equity cards and ask each student to
give an answer orally or using a white board. Have students write a
paragraph explaining how they solved equations step by step.
Select problems from the Algebra textbook, page 157# 15, 16, 17, 32-35,
42-46.
Algebra tiles, computer and projector, textbook, overhead, easel board