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Learning Experience Plan

Subject: Algebra

Grade level: 9

Unit: Solving Equations and Inequalities

25 minutes

Length of LEP: 1 day/1 period/

Topic: Solving for Equations using Addition and Subtraction

Content Standards: Understand solving equations as a process of reasoning
and explain the reasoning. 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. 2. Solve simple rational and radical equations
in one variable, and give examples showing how extraneous solutions may arise.
Literacy Standards:
Learning Experience Outcomes

Students will use addition and

subtraction in order to solve one variable


Learning Experience Assessments

Do Now: Asking the students how the scale
relates to balancing equations
Pass the Equation Worksheet
Exit Slip the students must solve two
equations, show all steps for solving for the
variable, and then show all work for the
check. This will be handed in and graded.

(What will you do to meet the needs of students at these different levels?)



Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Through going over the vocabulary of the unit brings English Language Arts into the
lesson. This teaches students how to use the meaning of words to help them solve
equations. Also, for the hook and do now, students will use a balance and blocks to
show their knowledge from previous science classes on how to make both sides of the
scale equal. This illustrates how to solve equations by balancing both sides to make
sure they are equal.



Day 1


Sponge Activity
Using a scale online, the teacher will put a different number of counting
blocks on each side to illustrate that if two sides arent equal, the scale
(equation) will not be balanced. This will allow the students to see that
adding/subtracting blocks from either side will balance the scale to


balance the equation.


Anticipatory Set

Pass the
Exit Ticket

How do we relate balancing both sides to solving equations?

Activating Prior Knowledge
After the scale demonstration, students are activating prior knowledge
by writing a short response stating how their knowledge of balancing a
scale is related to balancing equations to solve for x.
Direct Instruction (input, modeling, check for understanding)



Input: Review the vocabulary of the unit, including:

Constant: a number that is on its own
Variable: the quantity that may change; the symbol
Root(s): the answer of the equation
Then, as a class we will label these terms in the equation 3 + x =
Go over the steps of how to solve a one-variable equation:
a. Identify the variable: 3 + x = 10.
b. Add or subtract the number from both sides of the equals
sign. Do the opposite operation to both sides of the equal
sign to solve the problem:
3 + x = 10
c. Get the variable by itself: x = 10 - 3
Do examples of equations with addition as a class: 25 = 8 + x and
-15 + n = -9.
Do examples of equations with subtraction as a class: m 7 = 13
and p 6 = -5.
Go over how to check each equation by plugging the answer back
into the original equation. For example, p 6 = -5, so p = 1. To
check: p 6 = -5, 1 6 = -5, -5 = -5.

Guided Practice (how students will demonstrate their grasp of new learning)
Pass the Equation Worksheet: Students will be divided into groups of
two. Each group will be given one worksheet with two one variable
equations on it, one with addition and one with subtraction. Each
student must complete one step of solving the equation, then pass the
sheet to their partner to do the next step. This will continue until both
problems are solved and checked. They will be expected to solve: y 15
= -20 and n + 3 = -12.
Independent Practice (what students will do to reinforce learning of the lesson)

Students will complete an exit ticket that is to be handed in before

leaving class. The worksheet contains two examples of adding and
subtracting equations, in which students must solve for the variable,
independently, and check their work. Students will be assessed using
the FULL/PARTIAL credit rubric.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate
After the students hand in the exit ticket, go over the answers with them
and review the steps on how to solve one step equations with addition
and subtraction.

References: and