Lesson Plan

Class: Algebra 1

Grade Level: 9th Grade

Unit: Equations

Teacher: Ms. Carolyn Yusa

Objectives
Students can isolate the given variable and solve for that variable.
Students are able to apply order of operations to a given equation.
Students are able to apply inverse order of operations to a given equation.
Students can solve equations in one variable that contain variable terms on both sides of
the equal sign.

Essential Question
What is the difference in solving a regular equation and an equation with variables on
both sides?

Anticipatory Set
Hola Classe!
Chiste del dia:
Joke of the Day: What do you call two best friends in math? Algebros.

Hoy vamos a aprender solving equations with variables on both sides. Estan listos?
(Today we’re going to learn about solving equations with variables on both sides. Are
you ready?)

Kahoot Questions:
What does PEMDAS stand for? – Parentheses, Exponents, Multiplication, Division,
Addition, Subtration.

What is the inverse operation of adding? – subtracting

What is the inverse operation of dividing? – multiplying

What should your first step be in solving the equation 3 x−12=7 ? – add twelve to both
sides of the equal sign.

The equation c=52+ 0.07 m represents the cost c of renting a car and driving m miles.
Which statement describes the cost? – The cost has a $52 fee plus $0.07 for every mile.
(End of Kahoot)
Create your own two step equation and write it on the board. Then go and solve someone
else’s problem. Make sure to initial which one you created and your problem you solved.

Teaching: Activities (***see note below)

Lecture (explicit, systematic instruction):
Example 1 (task scaffolding – Amber)
5 x=2 x+ 9
3 x=9
x=3

Note: Equations tend to be easier to solve when the variable has a positive coefficient.

Make sure to check your solution by plugging the value of the variable back into the
original equation. If both sides are equal to each other you know you got the correct
answer.

Example 2 (task scaffolding – Amber)

−2 b+7=9 b−15
7=11b−15
22=11 b
b=2

For some more advanced equations you will have to use the distributive property and
combining like terms.

Example 3 (task scaffolding – Amber)

2 ( 6 n+8 ) =4 n
12 n+16=4 n
16=−8 n
−2=n

Example 4 (task scaffolding – Amber)

4−7 y+ 8 y =−3−2 ( 1− y )
4 + y=−3−2+2 y
4 + y=−5+2 y
4=−5+ y
9= y

MIDPOINT CHECK IN – thumbs up, thumbs down, thumbs middle for clarification. If
more clarification is needed do another example problem.

Task Scaffolding Based on Tiered Instruction (effective classroom practices):

Activity 1 (Below Target):
Pass note cards out
Match with the person with the matching card. You should either have an equation or the
first step that identifies the order of operation or the property that must be used first.
Once you have found your match write your equation on the board and solve it together.
Activity 2 (On Target):
Remember those timed multiplication sheets you would get in grade school? Well now
we are going to try it with what we have learned today!
Pass out the worksheet with 50 equations on them. They have 5 minutes to complete as
many as possible.
We will go over the answers as a class. Whichever ones students did not get to we will do
as a class, but it will be led by the students.

Activity 3 (Above Target):

Create your own problems then write them on the board! Then pick a partner and a
problem that is not either one of yours to solve. Then create a short presentation of how
to solve the problem to the class.

Closure
Write this equation on the board with the steps
2−3 ( x−4 )=4 x −3+7 x
2+3 x−12=12 x−3
−10+3 x=12 x−3
−10=15 x−3
−13=15 x
−28=x
Have the students find the 3 mistakes made in this equation.

Snowstorm activity:
Each student writes down 1 thing they learned from class today and one question they
have about the lesson. Then they crumple up the piece of paper and on your cue everyone
throws their piece of paper in the air! Then everyone picks up a new “snowball” to read
aloud to the class.

Independent Practice
10 exercises from textbook. Then create 2 of your own problems to bring to class. Bonus
points if you bring in a word problem.
Assessment
Project: Create your own lesson on how to solve these equations. Be creative! No
powerpoints.
Materials
Pen or pencil, notebook, calculator, and a sense of humor 
Duration
Anticipatory set: 10 mins
Teacher Activities:
Lecture: 15mins
Midpoint check in: 5mins
Activity 1: 15mins
Activity 2: 10mins
Activity 3: 25mins
Closure Activity: 10 mins
Modified from Madeline Hunters Lesson Plan Design
 Lesson Plan

Class: Algebra 1

Grade Level: 9th Grade

Unit: Equations with Application

Teacher: Ms. Carolyn Yusa

Objectives
Students are able to solve formula for the given variable and an equation in two or more
variables for one of the variables.
Students are able to apply order of operations to a given equation.
Students are able to apply inverse order of operations to a given equation.
Students are able to understand real world application.

Essential Question
What is the difference between formula and equation?
What does the real world application of solving for a variable look like?
How do you solve for a variable if there are two variables?

Anticipatory Set
Hola Classe!
Chiste del dia:
Joke of the Day: Why are variables introverts? Because they like to be by themselves.
Hoy vamos a aprender solving for a variable. Estan listos?
(Today we’re going to learn about solving for a variable. Are you ready?)

Play hangman:
The phrase to solve is isolating a variable

Ask students to write on a notecard some formulas they might already know. Collect
shuffle and have each student read a notecard aloud.

Teaching: Activities (***see note below)

Lecture (Explicit, Systematic Instruction):
Three steps in solving for a variable:
1) Find the variable that you are solving for.
2) Identify the order of operations that are being applied to the variable.
3) Use the inverse operations to isolate the singular variable you are solving for.

A formula is an equation that states a rule for a relationship among quantities.

Example 1 (task scaffolding – Amber) (Schema Instruction)

 9
The formula for a Fahrenheit temperature in terms of degrees Celsius is F= C +32.
2
Solve for C.
9
F= C +32
5
9
F−32= C
5
5
9()( F−32 )= ( )( )
5 9
9 5
C

5
9()
( F−32 )=C

Example 2 (task scaffolding – Amber) (Schema Instruction)

w−10 e
The formula for a person’s typing speed is s= , where s is speed in words per
m
minute, w is number of words typed, e is number of errors, and m is number of minutes
typing. Solve for w.
w−10 e
s=
m
m ( s )=m (
w−10 e
m )
ms=w−10 e
ms+10 e=w

A literal equation is an equation with two or more variables.

Example 3 (task scaffolding – Amber)

Solve x− y =4 solve for x.
x− y =4
x=4++ y

Example 4 (task scaffolding – Amber)

a
Solve =c solve for b.
b
a
=c
b
a
( b ) =c ( b )
b
a=cb
a
=b
c

MIDPOINT CHECK IN – thumbs up, thumbs down, thumbs middle for clarification. If
more clarification is needed do another example problem.

(Effective Classroom Practices)

Activity 1 (Below Target):
Google Form Notes from lecture may be used
Questions are like: What is the first step in solving this equation?
What is the definition of literal equation?
What is a formula?
Identify the three steps for solving a variable.

Task scaffolding
Activity 2 (On Target):
Kahoot:
Equations will be given and students must pick the correct answer.
Ex) which equation is the solution to solving 7+ 4 x=3 y for x?
7+4 y
a)
3
3
b) y−7=x
4
3
c) x= y−4
4
d) x=3 y−4

We will go over the answers as a class. Whichever ones students did not do well on we
will do as a class, but it will be led by the students.

Task scaffolding
Activity 3 (Above Target):
Create your own word problems then write them on the board! Then find someone else’s
and draw a little picture to go with their problem. Then find a different problem and solve
it. Initial each part you do. Then ask students to read their initialed parts of each problem.

Closure
Two-Dollar Summary: Students write a two-dollar summary of the lesson. Each word is
worth 10 cents. Students must also include the words “equation” and “inverse”.

Independent Practice
10 exercises from textbook. Then create 2 of your own problems to bring to class. One of
them has to be a word problem.
Assessment
Project: Create a video presentation of you solving a formula for a given variable. Be
creative!
Materials
Pen or pencil, notebook, calculator, and a sense of humor 
Duration
Anticipatory set: 10 mins
Teacher Activities:
Lecture: 15mins
Midpoint check in: 5mins
Activity 1: 10 mins
 Activity 2: 15 mins
Activity 3: 28 mins
Closure: 7 minutes

Modified from Madeline Hunters Lesson Plan Design