Lesson plan - Study Island



|Math Lesson: Problems From Equations |Grade Level: 7 |

|Lesson Summary: Students will translate between equations and word problems. Advanced students will translate between equations and word problems involving |

|exponents and square roots, in addition to the basic operations. Struggling students will use a table of common words and phrases to assist in translating. |

|Lesson Objectives: |

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|Students will know… |

|that equations can be translated to word problems. |

|that word problems can be translated to equations. |

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|Students will be able to… |

|create word problems for a given equation. |

|translate a given word problem to an equation. |

|Learning Styles Targeted: |

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|x |

|Visual |

|x |

|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Use this quick assessment to see if students understand the language in word problems. |

|Write an equation that could be used to solve the following problem: |

|The sum of what number doubled and eight is twenty? |

|Whole-Class Instruction |

|Materials Needed: paper and pencil, PowerPoint Presentation* |

|Procedure: |

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|Presentation: |

|Discuss the equation for the pre-assessment (2x + 8 = 20). Ask students what words told them addition was involved (sum). Brainstorm a list on the board of other |

|words or phrases that indicate the four basic operations, or an equal sign (usually “is”), and the variable (what number, how much, etc.) Explain that these words |

|and phrases can help “decipher” word problems, as well as to write them. |

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|Guided Practice: |

|Have students work in groups to write two simple (one or two operations) algebraic equations with one variable, and to write in words two such equations. Groups |

|will exchange equations and word problems to translate. |

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|Discuss strategies students used to write the problems and equations. |

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|Independent Practice: |

|Have students work to complete the independent practice questions from the PowerPoint Presentation. |

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|Closing Activity: |

|7) Read the rhyme, “As I was Going to St. Ives,” for the class to solve. |

|As I was going to St. Ives, I met a man with seven wives |

|Each wife had seven sacks, |

|Each sack had seven cats |

|Each cat had seven kits |

|Kits, cats, sacks, wives: How many were going to St. Ives? |

|There are several answers, depending on how the rhyme is interpreted. |

| Advanced Learner |

|Materials Needed: paper and pencil |

|Procedure: |

|Ask students to write an equation expressing the following: What number multiplied by itself is the sum of four and two times itself five times? |

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|Discuss the solution with students (x2 = 4 + 25), and explain that exponent and square roots can be used in equations, and expressed in words. |

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|Have students work in pairs to write equations and statements that use different operations, including exponents and/or square roots. Students will exchange |

|equations and word problems to translate. |

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|Discuss students’ solutions and strategies. |

|Struggling Learner |

|Materials Needed: paper and pencil |

|Procedure: |

|Provide students with the following table to use for translating mathematical statements: |

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|[pic] |

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|Have students translate the following statement using the table: The product of what number and five is the sum of twelve and eight? |

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|Discuss the solution with students: |

|product: times, what number: x, is: =, sum + |

|5x = 12 + 8 |

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|Have students work in pairs to write equations and statements that use one or two operations. Students will exchange equations and word problems to translate. |

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|Discuss students’ solutions and strategies. |

*see supplemental resources

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