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: |
| |
|Students will know… |
|that equations can be translated to word problems. |
|that word problems can be translated to equations. |
| |
|Students will be able to… |
|create word problems for a given equation. |
|translate a given word problem to an equation. |
|Learning Styles Targeted: |
| |
|x |
|Visual |
|x |
|Auditory |
| |
|Kinesthetic/Tactile |
| |
|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: |
| |
|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. |
| |
|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. |
| |
|Discuss strategies students used to write the problems and equations. |
| |
|Independent Practice: |
|Have students work to complete the independent practice questions from the PowerPoint Presentation. |
| |
|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? |
| |
|Discuss the solution with students (x2 = 4 + 25), and explain that exponent and square roots can be used in equations, and expressed in words. |
| |
|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. |
| |
|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: |
| |
|[pic] |
| |
|Have students translate the following statement using the table: The product of what number and five is the sum of twelve and eight? |
| |
|Discuss the solution with students: |
|product: times, what number: x, is: =, sum + |
|5x = 12 + 8 |
| |
|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. |
| |
|Discuss students’ solutions and strategies. |
*see supplemental resources
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