GENEVA COLLEGE 

Beaver Falls, PA  

LESSON PLAN FORMAT 
Name:  Peter Ritsema Date:  11/8/2021
Course:  Algebra I Grade Level:  9th
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. 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  
 
IV. Materials 
Guided Note Sheets 
(pencils) 
student notepaper 
smartboard  
presentation file 
 
V. Lesson

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
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 multiplicative property of equality [MPE] to REDUCE 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
- 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 
 
VI. 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 
 
VII. 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  
 
VIII. 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.