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# Lesson Topic: Solving Equations with Variables on Both Sides of the Equation Teacher: Alejandra Zazueta, Veronica Escobedo

, Angela Stewart, Kristine Zeeb Grade: 9-12 Date: November 19, 2013 Standards a. Content standards A.REI.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. A.REI.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. . b. ELL Standards Listening and speaking: Students will share opinions and answers with the class orally. Reading: Students will read the English key vocabulary to apply to the lesson. Writing: Students will write out explanations to their answers and provide corrective feedback. Key Vocabulary: inverse operation, isolate, variable, constant, reciprocal, coefficient Visuals/Materials/Resources: Whiteboard, worksheets, paper, pencil, markers, Prezi, Smart Board, and class website.

Content and Language Objectives: a. Content objectives: TSWBAT identify the steps used to solve linear equations and inequalities using lesson vocabulary. b. Language objectives Listening and speaking: TSWBAT ask and respond to questions regarding linear equations and inequalities. The student will be able to summarize the process. Reading: TSWBAT acquire and use the vocabulary

needed to explain the process used to solve linear equations. . Writing: TSWBAT to accurately record the strategies used to solve linear equations. Meaningful Activities a. Strategy Introduction: Introduce vocabulary to students and allow them to write them down to define the words. Have students volunteer to explain what they think each key word means. Modeling: Following the teacher’s example, students will be encouraged to demonstrate the process of solving linear equations using vocabulary. Small groups: Students will create and solve linear equations to reinforce the process and demonstrate understanding. Also they will check their independent work worksheet with each other. . b. Assessment
Guided Practice: 3-6 practice problems. You can do 1 or 2 problems with the students at the board (Smart Board ) and then put them in small groups of no more than 3 to do the rest. These problems can be pulled from any textbook or other resource. Question/Answer: Ask specific problem questions to students as they are walked through the process of problem solving. (Continuous) Independent Practice: Worksheet will be handed with approximately 5 problems to be done alone. Exit Ticket: This is to be done the last 3-5 minutes of class and given to you (by hand or in a designated area of your room) as they leave class. Possible question(s): Pick one or two problems from the homework for the students to do before they leave. Hopefully they will realize when doing their homework, that they already did some of the problems.

Lesson Sequence Lesson Sequence Introduction: 5 minutes -Tell students that today they’ll be working with variables on both sides of the equation. -Read out loud the key vocabulary for the day. -Ask if any know or think they know what any of the key vocabulary mean. (Guided Practice) 10 minutes -Recall with two examples on smart board about variables on one side of the equation. -Have students write one step of the solution of each problem per volunteer until the full solution is on the Smart board. Assign one problem from the book for extra practice to write in notes. -Students can collaborate on these problems. -Present Prezi Presentation as introduction to website.

Solving Equations with Variables ( 15-20 minutes) -State the goal: Isolate the variable to one side. -Have students repeat the goal after you two times. -Students will write notes in their notebooks. Questions? Instruction: -USING SMARTBOARD: WRITE: -Explain coefficients: represented by variables. Minus and negative are the same thing. (* Reminder for students: that –x is the same as -1x & x is the same as 1x.) -Use inverse operation in order to move numbers and variables from the equation. -What is done on one side of the equation is done on the other. -Use the reciprocal to cancel numbers and variables from the equation. -Provide three detailed examples with each step clearly

written out. -Stress that each step is completed after the previous step. Questions?

Independent Practice (5 minutes) -Hand out worksheet with 3 problems to be done alone. Ask if any questions? (Exit Ticket) 3 minutes -Students will summarize the goal. -Students will write a method to solve an equation with variables on both sides of the equation. -Assign one problem from the homework as the exit ticket question. -Mention homework on website and extra practice problems.

SIOP Features Preparation ___Adaptation of Content; ___Links to Background; ___Links to Past learning; ___Strategies incorporated Integration of Process ___Reading; ___Writing; ___Speaking; ___Listening Scaffolding ___Modeling; ___Guided practice; ___Independent practice; ___Comprehensible input Application ___Hands-on; ___Meaningful; ___Linked to objectives; ___Promotes engagement Grouping Options ___Whole class; ___Small groups; ___Partners; ___Independent Assessment ___Individual; ___Group; ___Written; ___Oral