Lesson Plan: Multi-Step Equations

Teacher: Ms. Youngblood

Grade: 7th
Content Area: Math

1. Content and Standards:

• Standard - CC.2.2.7.B: Apply properties of operations to generate equivalent
expressions.
• Standard - CC.2.2.8.B.3: Analyze and solve linear equations and pairs of
simultaneous linear equations.
2. Prerequisites:
• Ability to solve one-step and two-step equations
• Ability to identify operations and inverse operations
• Ability to utilize the distributive property
• Ability to combine like terms
• Knowledge of order of operations and ability to carry them out accurately
• Basic calculation skills

3. Essential Questions:
• How are inverse operations used to solve equations?
• How do you solve equations that contain multiple operations?
• How can properties of equations be used to isolate a variable?

4. Materials and Equipment:

• Do Now sheets (weekly do now)
• Solving Equations PPT
• Notebooks
• Pencils
• Delta Math homework problems

5. Instructional Objective:
• By the end of the lesson, students will be able to devise a plan for solving multi-
step equations by writing a key concept in their notes that outlines distributing
first, combining like terms second, and using inverse operations last.
• By the end of the lesson, students will be able to solve multi-step equations by
completing a Delta Math activity with 80% accuracy.

6. Instructional Procedures:
• Do Now (15 min)
o Review of prerequisite skills (distributive property, combining like terms, and
solving equations with variables on both sides)
• Launch/Hook (10 min)
o “We’ve been solving equations with one and two steps. What happens if the
equation has 3, 4, or more steps? Will our process change?”
 o Students will discuss within their tables, and then we will discuss whole group.
The conclusion that we should collectively come to is that our process won’t
change, but we will have to add additional steps.
o Show an introductory problem: 18 = 3(3x-6)
§ Quick write: before we can use inverse operations, what do we have to do
to simplify?
§ After quick writing, students will turn and talk, and then discuss whole
group
o Explain: before we can solve we must use the distributive property to simplify the
right side of the equation
o After: continue to solve the equation whole group, evoking prior knowledge about
needing to use inverse operations
o Key Concept: when solving multi-step equations, always remove the parentheses
first by using the distributive property
• Introduction to Distributing and Combining Like Terms (10 min)
o Another problem will be displayed on the board: −13 = 5(1 + 4m) − 2m
§ Ask: what must we do first before solving this (distribute). Students will
discuss in small groups, and carry out that first step
§ After establishing that we must distribute (-13 = 5 + 20m - 2m), ask
students: can we use inverse operations next? Students should identify that
we must continue to simplify by combining like terms
§ Model how to combine like terms -> -13 = 5 + 18m
§ After, students will collaborate with their tables to finish solving the
problem
• Establishing the Key Concept (5 min)
o After finishing the previous problem, we will come back together to establish the
key concept. What did we have to do first to solve the problem?
§ 1. Distribute to get rid of parentheses
§ 2. Combine like terms
§ 3. Use inverse operations to isolate the variable
• Small Group Work (10-15 min)
o Students will collaborate by working on solving 2-4 multi-step equations
o I will circulate the room as they work, and probe them with questions
o As students wrap up, I will ask someone to put their work on the board. As a class
we will analyze the procedure, in addition to the answer
• Closure (5-10 min)
o The class will come back together to review the answers, share thoughts,
questions etc.
o Ask: when we are solving a multi-step equation does our process change? Does
the order in which we distribute, combine like terms, and use inverse operations
matter?

7. Assessment:
• Formative:
o Observe students as they work
 o Listen to students’ discussions in small groups and with the whole class. Circulate
the room to probe students with questions
o Use TPT and checks for understandings:
§ Quick writes
§ Turn and talks
§ After solving a multi-step equation as a class, ask students to indicate their
understanding with a thumbs up, thumbs sideways, or thumbs down
o Delta Math homework: I will be assigning 7 problems to students to complete for
homework (they have two days, as we are off Tuesday). Delta Math enables
students to watch resource videos, see example problems, and check their work.
Since this is an introductory lesson, I am looking to see how they used their
resources to solve this problem, in addition to being able to complete it with 80%
accuracy.
• Summative
o At the end of our equations and expressions unit, students will be required to
solve multi-step equations on a unit test

8. Differentiated Instruction:
• Small Group Instruction: During small group/independent work, I can pull small groups
of students to reinforce concepts or extend them
• Delta Math: This is an interactive site, that is able to differentiate homework/independent
practice for students. Students who need more support can watch videos, see worked out
problems, and check their work. Students who need extension, can try harder problems
and additional practice.