Step

Equatio
ns
(Additio
n and
 • STEP 1: Provide The Students With
a timetable
Dividing Activities Activities for Each
Over Time Period of Time

6 minutes Playing a game

(What Number Is
Under The Cup?)
3 minutes Explaining Part-1-
5 minutes Exercise on Part -1-

13 minutes Explaining Part -2-

15 minutes Exercise on Part -2-
4 minutes Recap
2 minutes Assigning
Homework
Step 2: Present The Game to the Students
The teacher is going to use two cubes ( a cube that has a plus sign on it and another cube that has an equal
sign on it), two colored cups that cover two distinct numbers, and a Lego shaped like the letter D, then s/he
is going to say:
’’Do you want to know what this game is all about? Well, let’s Find out Together!’’

+ =
 • STEP 3: Distributing the Cards
On Each of the student’s desk, place a colored paper that
has a question mark on one side of it. On the other side of
the paper, provide the students with a clear diagram that
describes the rules of the game. Tell the students to flip
the card, and read the rules aloud.

? ? ? ? ?
Think about the riddles to find
the number under each cup.
The other
Raise your hand if you want to
side of the answer.
card:
Make a human wave after a
student gets an answer right..

Get a delicious cookie!

• STEP 4: Writing The Riddles On
The Board

RIDDLE ONE RIDDLE TWO

FOR BLUE CUP: FOR LIGHT
A tall tree ORANGE CUP:
without
branches looks A
like reminds you
number……. of the
number……
• STEP 5: Listen to the answers of the students.

• Step 6: Praise the correct answers, allow the students to perform

the human wave, and explain the answers of the riddles so that
all students understand these answers:
 Draw a straight with branches and leaves, delete the
branches, and tell them it looks like the number 1.So, the
first number is 1.
 What makes a hexagon special? It’s SIX sides. So, the
second number is 6.

• Step 7: Transform the game into an equation and write it on the

board. (1+D=5)

• Step 8:Ask the students the following questions: ’’ 1 plus what

number gives us the number 5?So,what number does D stand
for?’’

• Step 9: The teacher says and writes on the board the following:
‘’So, today’s lesson is about FINDING the NUMBER EACH LETTER
IN AN EQUATION stands for.’’

• Step 10: Distribute the cookies.

Explaining Part -1- ( THREE MINUTES)
• STEP 11: Defining terms on the
board

WHAT IS A VARIABLE?
A variable is a LETTER in an equation
that stands for a certain number. e.g.
of variables (d, x, y, r, etc.)

e.g. 1+D=6
STANDS LETTER
FOR
NUMBER 5
WHAT IS A COEFFICIENT?
+D OR D is equal to +1xD
+2D is equivalent to +2xD
-3X is equivalent to -3xX

COEFFICIENT:
IS THE NUMBER MULTIPLIED BY THE VARIABLE
Exercise on Part -1- ( FIVE MINUTES)
• Step 12: Divide the board into two parts
REMEMBER!!!!!
EXERCISE: Assign the
variables and the
VARIABLE COEFFICIENT
coefficients. SHAKE
YOUR BODY to give
an answer.
1)-5X
2)X/4
3)3X
4)0.75t
Listen to the students
then explain the
LETTER NUMBER
answers.
 Explaining Part -2- ( Thirteen MINUTES)
Provide students with a stress ball to release
stored energy
Step 13: Explain how to find D and WRITE steps on the board.
Draw a number line (visual aid) that helps them remember
the steps to solve an equation.

To find D, we need to: Variable?

1. Locate the variable Operation

2. See what operation is ?
happening to it mentally. Inverse
3. Find the inverse of the operation?

operation . Perform
operations
4. Perform inverse operation on both sides
to both sides of the equation. Isolate and
5. Isolate D then Simplify. Simplify.

E.G. 1+D= 6
3. Variable: D
4. Plus
5. Inverse of plus is minus
6. 1+D – …..= 6 - …..
7. Simplifying: 1 +D – …..= 6 - …..
Simplifying: 1+D – …..= 6 - …..

So +D-1+1=6-1=5
So +D=5

DIVIDE BY COEFFICIENT ON BOTH SIDES!

SO D/1=5/1
So as we said, D=5
• E.G. 2: 5X-2=10
1. The variable is X Variable?

2. THE operation is Operation

?
subtracting.
Inverse
3. The opposite of – is operation?

plus Perform
operations

4. Perform inverse on both sides

Isolate and
operations: 5x-2+ Simplify.

…..=10-….
5. Isolate X and Simplify:
5x-2+2=10-2
5x=8
DIVIDE BY COEFFICIENT
ON BOTH SIDES
X=8/5
• E.G. 3: -X+8=4
1. The variable is X
Variable?
2. THE operation is
addition. Operation
?
3. The opposite of plus
Inverse
is minus operation?
4. Performing Perform
operation on both operations
on both sides

sides:-X/4+8-…=4-… Isolate and

Simplify.
5. Isolate X and
Simplify:
-X+8-8=4-8
-X=-4
Divide by coefficient on
both sides
X=4
• E.G. 4: X-6=10
1. The variable is X Variable?

2. THE operation is Operation

?
subtracting. Inverse
operation?
3. The opposite of – is Perform

plus operations
on both sides

Isolate and
4. x-6+…..=10-…. Simplify.

5. Isolate X and Simplify:

x-6+6=10-6
X=4
 Exercises on Part -3- ( 15 MINUTES)
(4 exercises, each exercise is for about 4
minutes)
• Step 14: Dividing the Students
into Two groups to Solve the
Exercises Together

 Group 1: Grouping the weak

student with the two average
students
 Group 2: Grouping the clever
students together
• Step 15:Divide the board into three parts and
draw a number line that reminds them of the
steps they have to follow to solve the exercises.

• Step 16: Explain the game that is going to be played by the

groups to solve the exercises. Write the rule of the game on
the board and read it aloud:
‘’EACH GROUP HAS TO SOLVE THE EXCERISES WRITTEN ON THE
BOARD. Use a timer to finish each exercise on time.’’
GROUP ONE GROUP TWO
Let them
Variable? 1)5x-10=5 1)5x-10=5
solve 4) after
2)2t+4=8 2)2t+4=8
Operation
erasing the
3)t+1=6 3)t+1=6
? number line
4)3d-7=14 4)3d-7=14
Inverse
operation?

Perform
REVISE YOUR REVISE YOUR
operations WORK 2 TIMES WORK 2 TIMES
on both sides

Isolate and
Simplify.
Note: After each exercise, talk it through with each group and correct their
mistakes. Offer help when needed. Provide positive feedback too.
 RECAP( 4 MINUTES)
HOMEWORK (2 MINUTES)
Ask the students:
• What is a variable?
• What is a coefficient?
• How do we solve an
equation? Let’s Team up all
together and Arrange these
cards in order (Teacher +
Students).

Isolate and Inverse

Simplify. operation?

Operation
Variable?
?

Perform
operations
on both sides
1.Distribute the following sheet:
•Assign the variable and the coefficient. Use a timer to help you organize your time.
a.2t (1 minute)
b.-5z (1 minute)
c.4g (1/2 minute)
d.7g+5t (1/2 minute)
MOVE AROUND A LITTLE! (3 minutes)
REVIEW YOUR WORK!!
•Solve for x. Use a timer to help you organize your time.:
a.12x-6=24 (3 minutes)
b.x-10=5 (3 minutes)
MOVE AROUND A LITTLE! (3 minute)
c.4x+4=1 (3 minutes)
d.3x-6=12 (2 minutes)
MOVE AROUND A LITTLE! (3 minute)
e.4+2x=8 ( 2 minutes)
REVIEW YOUR WORK!!
2. Write the homework on the board:
Review the lesson carefully and do your homework. Use a timer while you solve your assignment.

3. let them sing the homework three to four times, and move around to check if they wrote it on their
diaries.
 Students with ADHD are easily
distracted (inattentive); hence,
make sure the lesson is
enjoyable so that they won’t
find an excuse to get busy
with something else.

 As students with ADHD have

poor working memory, they
seem to be very forgetful.
Thus, providing prompts for
these students to remember
important ideas or rules is a
MUST.
 Students with ADHD have
difficulties organizing their
time, thoughts, assignments,
etc. so it is important to
help the student organize
what has been mentioned
previously through various
techniques (like time tables,
giving them a detailed
procedure about how to
organize their thoughts to
solve a certain problem)
 These students need more time
on the exam because :
 They give out impulsive
answers,
 They need more time than
their peers to solve a problem
since their brains are so
distracted with the great urge
they have to move, and this
great power their brains
store decreases their
concentration.
 They struggle to remember
ideas needed to solve a task.
 They struggle to organize
thoughts on paper.
 Allow the students to move from
time to time.

 Provide them with frequent

breaks to move and release
his/her stored energy.

 Don’t use sentences that are too

long because students with
ADHD have low attention span.
Reference