Learning Experience Plan (DAY 2)

Grade level: 9th grade algebra

Subject: Math
Unit: A-CED
min lesson

Length of LEP (days/periods/minutes): 25

Topic: One/ Two Variable Equations with Graphing

Content Standards:

(include only standards addressed in this LEP)

A-CED 2: Create equations in two or more variables to represent relationships

between quantities
A-CED 3: Represent constraints by equations and inequalities
A-CED 4: Rearrange Formulas to highlight quantity of interest
Literacy Standards:

(include only standards addressed in this LEP)

Learning Experience Outcomes

(knowledge/skills)

Students will: be able to create and work

with two variable equations, in order to
construct the foundations for graphing.
Differentiation
Approaching

Learning Experience Assessments

Worksheet 2- In class group work
Worksheet 3 - Homework

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

On-level

Curriculum Integration

Beyond

(Does this lesson correlate with any other content area? Describe.)

Correlates with English. Students must be able to comprehend what they are
reading in order to create an equation.
Material
s

Procedures/Strategies

Markers

Day 2

Workshe
et 3

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

(add additional days as needed)

Students will look at the board and check their homework answers
from last night
After everyone has looked over their answers, answer any questions
students may have

Anticipatory Set (focus question/s that will be used to get students thinking about the days

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lesson)

Yesterday we created equations with one variable. What would happen if

there was a second variable?

Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)

When in your life have you had to decide between how much
to buy of different items?

Direct Instruction (input, modeling, check for understanding)

Modeling- We will begin the lesson with an example problem. We will
solve the problem, and then go back over it to highlight the important
points of each question so that students understand the important aspects
of solving these problems. This problem will illustrate the type of question
students will encounter. It requires the solver to create an equation, and
solve for one of the variables.
1. For thanksgiving, your grandparents give you $15 dollars and tell
you to spend it on something you enjoy. You notice that your supply
of Halloween candy is running out, so you decide to go to the candy
store the next day with the money that you received. You survey
the store, and decide that you only want to buy 2 types of candy:
Kit-Kats, and Snickers. Kit-Kats cost $1.00 each, while Snickers cost
$2.00 each.
a) Create an equation that describes the number of Kit-Kats, and
the number of Snickers that you can buy with your $15
dollars. Highlight the importance of let statements, and why
the equation makes sense (Kit-Kats cost 1 dollar, Snickers
cost 2 dollars, capped at 15)
Let K = number of Kit-Kats
Let S = number of Snickers

15=1 ( K ) +2(S)

b) Rearrange your equation so that the number of Kit-Kats you

can buy is a function of the number of Snickers you buy. (In
other words, rearrange your equation so that you have K=)
Make sure you explain the algebra behind how you did so
(subtracted 2S from each side)

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K=152 S
Input- The below notes stem from the example problem from the
modeling section of the lesson plan. These notes should highlight
important components of the example, and give students a place to look
while doing their homework. The notes for this lesson are complementary
to the example done in class. Most of the learning should come from the
sample problem and work done later in the class.

Write Let Statements

Identify coefficients
Identify constraints
Check for Understanding- Ask the following questions, and have
students answer them in their notebooks. Go over answers as a
class, and clear up any misconceptions that may arise when
students answer.
Why is it important to write Let Statements in two variable
equations?
I.
So that you can keep track of your variables.
When rearranging an equation for a variable (as we did in part b),
does anything change in your algebra because there are variables?
II.
No, you should still follow the rule of what you do to
one side, you do to the other.

Guided Practice (how students will demonstrate their grasp of new learning)
Students will work on Worksheet 2 in groups of two. This will be collected
and serve as a formative assessment for the kids. Group work should allow
the students a chance to help each other, and to explain key ideas in their
own words.

Independent Practice (what students will do to reinforce learning of the lesson)

Students will be given Worksheet 3 to begin in class and finish it
homework if needed. Students should bring in any questions or concerns
they may have when it comes to the homework.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

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close)

Here, the teacher should let the students know that what they learned in
class today will have a useful application for tomorrow.
Tomorrow we will learn how to graph these equations with two variables.

References:

(e.g. Book, course packet, pg #, complete web address URL)

https://www.opened.com/assessment/create-equations-in-two-or-morevariables/1105869
http://www.mathworksheetsland.com/algebra/18equal.html

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