Solving Expressions and Variables

Ms. Noble
Math 7

Common Core Standards:

7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and

construct simple equations and inequalities to solve problems by reasoning about the
quantities

a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p,
q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an
algebraic solution to an arithmetic solution, identifying the sequence of the operations used
in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm.
What is its width?

b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q,
and r are specific rational numbers. Graph the solution set of the inequality and interpret it in
the context of the problem. For example, as a salesperson, you are paid $50 per week plus
$3 per sale. This week you want your pay to be at least $100. Write an inequality for the
number of sales you need to make, and describe the solutions.

Lesson Summary:

Introducing one and two step equations with variables. Learning how to solve for variables,
introducing Algebra into Math Tool Kit.

Estimated Duration:
 This Lesson will take approximately 160 minutes split into four 40 minute class periods with
a final day for either a mastery check or the project.

day 1 introduce topic and start notes

day 2 equation practice (HW)
day 3 word problem practice
day 4 extra practice (HW)
Day 5 Mastery Check/ murder mystery

Commentary:

Will start off class monday with an activity, and introduce the term SADMEP (PEMDAS
backwards) to go through the first steps to solve equations. Final Activity is a Murder Mystery
worksheet.

Instructional Procedures:

Day 1:
First 10 minutes: Introductory activity- Students will play a Nerdle to warm up their number
sense.
20 minutes: I will introduce and teach the topic while the students will take notes and follow
along with simple examples. Incomplete examples
Final 10 minutes allow time for questions and reward break.

Day 2:
First 5 minutes students will do a check in. Entrance ticket will have Students will answer how
they are feeling using emojis or simply respond with how they are feeling about yesterday’s
lesson using a scale of 1-5.
5-10 minutes for questions / check for completed notes
20 minutes step by step walk through examples of topic./ finish notes.
Final 10 minutes for students to get started on the homework while having access to
questioning. 10-15 questions

Day 3
First 5 minutes: check in with a group work entrance ticket warmup.
10 minutes go over homework as a class choosing problems either at random or taking
requests from students.
10 minutes introduce breaking down word problems into equations.
( Dr. Love loves gummy worms. she has a 250 gummy worms and she eats x amount per
day. If her gummy worms lasted for 25 days, how many gummy worms does Dr. Love eat per
day? 25(days)x(gummy worms eaten per day) = 250 to solve 25x/25=250/25 x=10)

Day 4
5 minutes to settle in and check in with a class poll (would you rather)
5-10 minutes homework check/ questions
10 minutes review
15-20 minutes Extra practice work sheet (who killed Mr. SADMEP/ One pager poster)

Day 5
Mastery Check ( time varies per student)
Finish Extra Practice assignment (remaining time)
If all work is completed reward break

Pre-Assessment:

Vocab check to see what they already know

Warm up 3-5 questions with single step equations.

Scoring Guidelines:

Not a graded assignment. Bonus points available for vocab match.

Post-Assessment:

Post assessment for lesson will be a 12 question Mastery Check using questions similar to
the ones they have used while learning the topic all week.
Differentiated Assessments available.

Scoring Guidelines:

Students will be given 1 point per right answer

And when turning in showed work students will receive another point per question if
showing their work.
Students scoring 75% or higher on questions will show mastery and move on.
Students showing 65-75% will be asked to explain their thinking with the teacher on
the work showed. Ability to show where they went wrong will allow them to move on
and be reflected in grade based on work done.
65% and below will get individual follow up and corrections will allow student to move
on and be reflected in grade based on work done on corrections.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of
gifted or accelerated students: Accelerated or Gifted Students will have the option of a
challenge in the form of an assignment designed to show their thinking using word problems
or equations they made themselves, and to do a poster to explain visually how they would go
about solving the above standard Equation.

Discuss additional activities you could do to meet the needs of students who might be
struggling with the material: Access to teacher generated key info notes during a shortened
Mastery check (7 questions instead of 12).
Who Killed Mr. Sadmep? Using skills learned in class students will eliminate suspects places
and objects CLUE style by solving equations. (reduced equations)
 Extension
https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-variables-expressions/cc-
7th-2-step-equations-intro/v/why-we-do-the-same-thing-to-both-sides-simple-equations

Homework Options and Home Connections

Homework will consist of a worksheet with 12-16 questions on it for the equations exercise
and a worksheet with 8-10 word problems for the word problem homework. will be looking at
answers and whether or not the students showed their work. 1 point for the right answer and 1
point for work showed.

Interdisciplinary Connections

Use the Character names of ELA assignments in word problems.

Connect to Art by having students fill in notes with built in colorings, for those that need to
fidget.

Materials and Resources:

Smart Board, WHite board, markers, ipad

For
teachers
Worksheets, and notes,

Pencil, Paper, School issued Device, Calculator, Headphones. Smart Board,

For
students White Boards, Markers.
Key Vocabulary

Per= for each or divided by

Variable= an unknown changeable number in a math problem using a letter to represent it.
Expression = a statement having a minimum of two numbers, variables, or both with an
operator connecting them
Inequality = a relationship between two expressions or values that ARE NOT equal.
Equation = a relationship between two expressions or va;lues that ARE equal.

Additional Notes