GENEVA COLLEGE

BEAVER FALLS, PA

LESSON PLAN FORMAT

NAME: ____PETER RITSEMA ______________________________ DATE: _______

COURSE: ___ALGEBRA I _______________________ GRADE LEVEL: ______ NINTH _________

I. TOPIC AND GENERAL GOAL

STUDENTS WILL LEARN TO CLEAR FRACTIONS OUT OF LINEAR EQUATIONS [USING THE MULTIPLICATION PROPERTY
OF EQUALITY] BY MULTIPLYING BOTH SIDES OF AN EQUATION BY SOME CONSTANT.

II. REFERENCE TO PA OR COMMON CORE STANDARDS

CC.2.2.HS.D.9 USE REASONING TO SOLVE EQUATIONS AND JUSTIFY THE SOLUTION METHOD
A1.1.2.1 WRITE, SOLVE, AND/OR GRAPH LINEAR EQUATIONS USING VARIOUS METHODS.
A1.1.2.1.2 USE AND/OR IDENTIFY AN ALGEBRAIC PROPERTY TO JUSTIFY ANY STEP IN AN EQUATION-
SOLVING PROCESS.

III. ESSENTIAL QUESTIONS

- WHAT UNDERLYING PATTERN IS AT WORK IN SIMPLIFYING THESE TYPES OF EQUATIONS (FRACTIONAL AND
DECIMAL COEFFICIENTS)?
- WHAT ARE THE LIMITATIONS OF THIS PATTERN?
- HOW DOES THIS PATTERN RELATE TO REAL-LIFE MODELS THAT ARE MODELED BY THESE SORTS OF EQUATIONS?

IV. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

SWBAT DESCRIBE THE MULTIPLICATION PROPERTY OF EQUALITY (MPE)
SWBAT IDENTIFY APPROPRIATE MULTIPLE FOR CANCELLING ALL DENOMINATORS OF AN EQUATION
SWBAT WRITE REDUCED EQUATIONS WITH WHOLE NUMBER COEFFICIENTS
SWBAT SOLVE ONE-VARIABLE EQUATIONS WITH FRACTIONAL TERMS

UBD OBJECTIVES
A. SWBAT INDEPENDENTLY TRANSFER THEIR LEARNING TO SIMPLIFYING OTHER EQUATIONS BY USING THE MPE.
B. SW UNDERSTAND THAT THE MPE CAN BE USED BECAUSE IT DOES NOT CHANGE THE FUNDAMENTAL EQUALITY
OF A PARTICULAR EQUATION.
C. SW KNOW THAT EQUATIONS CAN BE SOLVED IN MULTIPLE WAYS, BUT SOME FORMS ARE EASIER TO SOLVE.
D. SWB SKILLED AT APPLYING TRANSFORMATIONS TO EQUATIONS THAT SIMPLIFY THEM.

V. MATERIALS
GUIDED NOTE SHEETS
(PENCILS)
STUDENT NOTEPAPER
SMARTBOARD
 PRESENTATION FILE

VI. A. INTRODUCTION
HAVE EVERYONE PULL OUT A SHEET OF NOTEPAPER (PASS OUT WITH EQUATION SHEET)
PASS OUT GUIDED NOTES:
- “WHAT [FUNDAMENTAL PROPERTY] ALLOWED US TO CLEAR DECIMALS IN EQUATIONS?”
-> REVIEW IDEA OF MULTIPLYING EQUATIONS BY A CONSTANT
- VOCAB REVIEW/INTRO: ASK FOR STUDENT DEFINITIONS FIRST, ALLOW STUDENT EXAMPLES
NUMERATOR IS THE NUMBER UP TOP, DENOMINATOR IS THE NUMBER BELOW
LEAST COMMON MULTIPLE [LCM]: SMALLEST NUMBER THAT IS DIVISIBLE BY A GROUP OF SMALLER
NUMBERS
I.E. 6 IS THE LCM OF 2 AND 3 9 IS LCM OF 3 AND 9 28 IS LCM OF 4
AND 14
- CANCELLING FRACTIONS BEFORE MULTIPLYING

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

REVIEW MULTIPLYING FRACTIONS
- MULTIPLY STRAIGHT ACROSS EACH ROW
*WHOLE NUMBERS ARE FRACTIONS WITH A DENOMINATOR OF 1*
WORK FIRST PROBLEM, WORK WITH STUDENTS, STUDENTS WORK LAST PROBLEM
- SOMETIMES FRACTIONS CAN BE REDUCED BEFORE MULTIPLYING
*ONLY CANCEL BETWEEN TOP AND BOTTOM, NOT SIDE TO SIDE!*
- “NOTE HOW 5/6 * 36 REDUCES TO 30/1 WHICH IS JUST 30”
*MULTIPLY BY A NUMBER TO GET RID OF DENOMINATORS*
SOLVING EQUATIONS
A) IDENTIFY ALL DENOMINATORS IN THE EQUATION
B) FIND THE LCM OF THE DENOMINATORS
*ANY MULTIPLE WILL WORK, BUT THE LCM MAKES FOR THE SMALLEST NUMBERS AND EASY
REDUCING*
*THINK THROUGH WHAT FACTORS ARE IN THE LCM* I.E. 70 = 2*5*7
C) USE THE MPE TO REDUCE YOUR FRACTIONS
*MULTIPLY EACH TERM BY THE LCM!*EVEN NON-FRACTION TERMS MUST BE MULTIPLIED BY THE
LCM
D) NOW SOLVE THE EQUATION NORMALLY
- COMBINE X-TERMS ON ONE SIDE OF THE EQUATION AND WHOLE NUMBER TERMS ON THE OTHER
- DIVIDE THE WHOLE NUMBER TERM BY THE COEFFICIENT OF THE X-TERM
*DON’T FORGET TO INCLUDE NEGATIVE SIGNS IN YOUR DIVISION*
PRACTICE EQUATIONS
- EXPLICITLY STATE STEPS FOR CLEARING FRACTIONS
- WORK THROUGH THE FIRST 2 PROBLEMS WITH THE CLASS
- INSTRUCT TO PULL OUT NOTEPAPER; HAVE THEM:
*WRITE THEIR NAME AT THE TOP!
*WRITE THE (THIRD EQUATION)
*FIND A COMMON MULTIPLE FOR THE EQUATION → CIRCLE THE NUMBER
*WRITE OUT THE REDUCED EQUATION
*SOLVE FOR X AND RECORD YOUR ANSWER → BOX THE SOLUTION
- DISCUSS WITH YOUR ROW PARTNER YOUR ANSWERS, BUT DO NOT CHANGE THEM!
*DID YOU FIND THE SAME COMMON MULTIPLE? DO THEY BOTH CANCEL THE DENOMINATORS? DID YOU
GET THE SAME VALUE FOR X?*
REVIEW LCM, REDUCED EQUATION, AND X FOR EACH EQUATION
WRITE DOWN IN YOUR NOTES THE LOWEST MULTIPLE YOU AGREED ON WITH YOUR PARTNER
IF YOU FINISH QUICKLY, MOVE ON TO THE SECOND EQUATION

D. CLOSURE (SUMMARY)
- ASK FOR QUESTIONS
- REMIND STUDENTS OF MPE, THIS IS WHAT ALLOWS US TO CLEAR FRACTIONS AND DECIMALS!
-COLLECT EQUATION CARDS, MAKE SURE NAMES ARE WRITTEN DOWN
-ASSIGN HOMEWORK?
 C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, LEARNING
ENVIRONMENT)
CONTENT
- STUDENTS WILL SEE VOCABULARY, IMPORTANT IDEAS, AND PRACTICE PROBLEMS WRITTEN ON A
PRESENTATION AS WELL AS VERBALLY STATED IN THE LESSON
- STUDENTS WILL REVIEW VOCABULARY AND KEY CONCEPTS RELEVANT TO THE LESSON BEFORE THE MAIN
BODY OF INFORMATION IS PRESENTED.

PROCESS
- STUDENTS WILL HAVE AN OPPORTUNITY TO WORK INDIVIDUALLY AT THEIR OWN PACE
- THEY WILL ALSO HAVE AN A PARTNER TO ASK FOR HELP IF THEY ARE STRUGGLING
- ADVANCED STUDENTS WILL HAVE ADDITIONAL PROBLEMS TO WORK ON TO AND BE STRONGLY
ENCOURAGED TO FIND LCMS AND NOT SIMPLY APPROPRIATE MULTIPLES

VII. ASSESSMENT/EVALUATION
- HAVE STUDENTS VERBALLY ARTICULATE AND WRITE THE MPE IN THEIR NOTES, CHECK INDIVIDUAL NOTES
DURING INDIVIDUAL WORK-TIME FOR DESCRIPTION OF MPE
- EQUATION CARDS WILL BE COLLECTED AND ANALYZED FOR USE OF AN APPROPRIATE MULTIPLE, REDUCED
EQUATION, AND CORRECT SOLUTION

VIII. MODIFICATIONS AND/OR ACCOMMODATIONS

2 STUDENTS IN THE CLASS HAVE IEPS
1) ACCOMMODATIONS FOR VISUAL AND HEARING INCLUDING TECHNICAL EQUIPMENT PROVIDED BY THE SCHOOL
- STUDENT IS SEATED AT THE FRONT OF THE CLASSROOM AND IS PERMITTED TO USE PHONE TO TAKE PICTURES OF
THE SMARTBOARD
2) ACCOMMODATIONS FOR BEHAVIOR MANAGEMENT
- STUDENT IS SEATED AT THE FRONT OF THE CLASSROOM (AND DISTANCED FROM PROVOKING STUDENTS)
- NEEDS CUES TO SETTLE DOWN AND OCCASIONALLY REMINDERS TO FOCUS AND TAKE NOTES

IX. INTERDISCIPLINARY CONNECTIONS

EQUATIONS ARE THE SENTENCES OF MATHEMATICS. JUST AS A COMPLETE SENTENCE IN ENGLISH NEEDS A NOUN
AND A VERB, AN EQUATION MUST HAVE TWO EXPRESSIONS ON EITHER SIDE OF AN EQUIVALENCE SYMBOL (=).
NOUNS AND VERBS IN ENGLISH CAN BE MODIFIED BE ADJECTIVES AND ADVERBS WHICH SLIGHTLY CHANGE THE
MEANING CONVEYED. IN MATH, EXPRESSIONS CAN ALSO BE MODIFIED THROUGH ARITHMETIC OPERATIONS, BUT
THE SAME *OPERATION MUST BE DOWN TO BOTH EXPRESSIONS (SIDES) OF AN EQUATION.
WHILE MODIFICATIONS IN ENGLISH ALLOW US TO ADD MORE NUANCE AND MEANING TO A SENTENCE, THE GOAL
OF MODIFICATIONS IN MATH IS TO SIMPLIFY STATEMENTS (EQUATIONS) TO MAKE THEM EASIER TO UNDERSTAND.

X. SELF-EVALUATION

Cooperating Teacher Approval _________________________________________________