Linear Equations Unit:



Linear Equations Unit:

Solving Linear Equations

(A 2-week unit lesson plan)

Soo Han

EDCI 5464

Curriculum Unit Project

Table of Contents

Day 1: 3.1 Solving Equations Using Addition and Subtraction ---------------------------------------------------------------------- 3

3.2 Solving Equations Using Multiplication and Division ------------------------------------------------------------------- 4

Day 2: 3.3 Solving Multi-Step Equations ----------------------------------------------------------------------------------------------- 4

Day 3: Quiz

3.4 Solving Equations with Variables on Both Sides-------------------------------------------------------------------------- 4, 5

Day 4: 3.5 Linear Equations and Problem Solving

3.6 Solving Decimal Equations-------------------------------------------------------------------------------------------------- 5, 6

Day 5: 3.6 Solving Decimal Equations

Quiz

3.7 Formulas and Functions ----------------------------------------------------------------------------------------------------- 6, 7

Day 6: 3.8 Rates, Ratios, and Percents

Review ----------------------------------------------------------------------------------------------------------------------------- 7, 8

Day 7: Test --------------------------------------------------------------------------------------------------------------------------------- 8

Day 1 : 3.1 Solving Equations Using Addition and Subtraction, 3.2 Solving Equations Using Multiplication and Division

|Virginia Standards of Learning |Student Experiences |Bloom’s Taxonomy |Readiness Level |Learning Styles |Multiple Intelligence |

|(SOL Algebra I) | | | | | |

|A.1 The student will solve |Students will learn solving |Students will recognize and |Concrete: Students will |Learning Alone: Students are |Visual/Spatial: |

|multistep linear equations and |equation by related to real-life |define equivalent, inverse |understand the instructions that |given time to work on problems on|Students who learns best through |

|inequalities in one variable, |problems such as finding a record|operations |are detailed with clear, concise,|their own |a visual/spatial intelligence |

|solve literal equations |temperature change, computer | |and sequential (step by step add,| |will have to rely upon their |

|(formulas) for a given variable, |time, city parks, restoring |Students identify and list |subtract, multiply, and divide |Mobility: This lesson is good for|abilities to visualize the |

|and apply these skills to solve |movies, thunderstorms, and bald |equivalent, inverse operation, |each side) directions. |those who are most comfortable |equivalent by using real |

|practical problems. Graphing |eagle. Students will learn solve|solution step, and linear | |when they sit quietly and do |transformations or power point |

|calculators will be used to |linear equations using addition, |equation |Formal: Students will be |work. |presentation |

|confirm algebraic solutions. |subtraction, multiplication, and | |responsible for establishing the | | |

| |division. They will use linear |Students will identify and |goal of this lesson and timeline |Sound: Students will receive |Verbal: Students who are |

|A.3 The student will justify |equations to solve real-life |distinguish addition property of |for completion of this |verbal recognition for |comfortable explaining their |

|steps used in simplifying |problems and geometric problems. |equality and inequality |assignment. |satisfactory completion of the |ideas in words will have ample to|

|expressions and solving equations| | | |questions by a teacher. |solve equations by +, -, *, / |

|and inequalities. Justifications | | | | | |

|will include the use of concrete | | | | | |

|objects; pictorial | | | | | |

|representations; and the | | | | | |

|properties of real numbers, | | | | | |

|equality, and inequality. | | | | | |

Day 2 : 3.3 Solving Multi-Step Equations

|Virginia Standards of Learning |Student Experiences |Bloom’s Taxonomy |Readiness Level |Learning Styles |Multiple Intelligence |

|(SOL Algebra I) | | | | | |

|A.1 The student will solve |Students will use two or more |Students will discover and |Concrete: Students will |Working in groups: This activity|Verbal/Linguistic: |

|multistep linear equations and |transformations to solve an |examine to solve multi-step |understand the process of solving|will benefit those who are |Students whose intelligence is |

|inequalities in one variable, |equation. Students will use |equations using the solve feature|multi-steps of equation given a |peer-oriented learners. |centered upon verbal/linguistic |

|solve literal equations |multi-step equations to solve |of a graphing calculator |clear, concise, and sequential |(Optional) |tendencies will have the |

|(formulas) for a given variable, |real-life problems. Student will| |directions | |opportunity to present their |

|and apply these skills to solve |know how to use TI-83 calculator |Students will design multi-step | |Working Alone: This activity will|findings (the model) to the |

|practical problems. Graphing |at the end of the lesson. |equations. |Formal: |benefit students who work on |classmates. |

|calculators will be used to | | |Students will be assigned as |problems using calculator on | |

|confirm algebraic solutions. | |Students summarize |group to discover and examine and|their own. |Body/Kinesthetic: |

| | |solution step, and linear |conclude the multi-step | |Students will use |

| | |equation |equations. They will orient |Mobility: This lesson allows |body/kinesthetic intelligence to |

| | | |questions to draw a conclusion by|students to use calculator |construct and solve equation by |

| | |Students modify on their own |thinking abstractly |frequently so that they can |using TI-83 calculator. They |

| | |solving multi-step equations | |understand using it. |comprehend main objective lesson |

| | | | | |through direct use of technology |

| | | | |Light: Students work best in |such as calculator |

| | | | |low-light. | |

Day 3 : 3.4 Solving Equations with Variables on Both Sides

|Virginia Standards of Learning |Student Experiences |Bloom’s Taxonomy |Readiness Level |Learning Styles |Multiple Intelligence |

|(SOL Algebra I) | | | | | |

|A.3 The student will justify |Students will use algebra tiles |Students will identify the term |Concrete: Students will learn the|Working in groups: This activity|Visual/Spatial: |

|steps used in simplifying |to model and solve equations with|identity |process of solving equations by |will benefit students who are |Students who learn best through |

|expressions and solving equations|a variable on both sides. | |clear explanation and visual and |peer-oriented learners as well as|visual /spatial intelligence will|

|and inequalities. Justifications |Students will use two or more |Students will predict the result |detail steps of process. |auditory learners through group |have to rely on their abilities |

|will include the use of concrete |transformations to solve an |of one side of equation. | |work. |to visualize the construction of |

|objects; pictorial |equation. | |Formal: Students develop | |building algebra tile model to |

|representations; and the |Students will use multi-step |Students will collect variables |describing in words abstractly |Interpersonal and interpersonal |solve equation. |

|properties of real numbers, |equations to solve real-life |on one side of an equation. |the process how to solve a |intelligence: Students will rely| |

|equality, and inequality. |problems, such as finding the | |multi-step linear equation. |on intrapersonal and |Verbal/Linguistic: |

| |temperature inside the Earth Ex. |Students will apply and use | |interpersonal intelligence to |Students are centered on |

| |7 in the textbook. |equations to solve real-life | |delegate and to cooperate with |verbal/linguistic will have ample|

| | |problems | |each other to reach the objective|opportunity to present their |

| | | | |of this activity. |finding from activity. |

| | | | | | |

| | | | | |Kinesthetic; |

| | | | | |Students are able to use algebra |

| | | | | |tile to manipulate materials. |

Day 4 : 3.5 Linear Equations and Problem Solving, 3.6 Solving Decimal Equations

|Virginia Standards of Learning |Student Experiences |Bloom’s Taxonomy |Readiness Level |Learning Styles |Multiple Intelligence |

|(SOL Algebra I) | | | | | |

|A.1 The student will solve |Students will use a diagram to |Students will recall using verbal|Concrete: Students work with an |Working in groups: This activity|Verbal/Linguistic: |

|multistep linear equations and |help understand real-life |model to solve real-life problem.|actual drawing a diagram with |will benefit students who are |Students are centered on |

|inequalities in one variable, |problems, such as planning where | |clear and sequential instruction |peer-oriented learners as well as|verbal/linguistic will have ample|

|solve literal equations |bicyclists should meet in Ex. 22 |Students will draw a diagram to |physically. |auditory learners through group |opportunity to present their |

|(formulas) for a given variable, |in the textbook. Students can |help understand real-life | |work. |finding from activity. |

|and apply these skills to solve |use verbal models with other |problems. |Formal: Students who can | | |

|practical problems. Graphing |problem solving strategies such | |visualize and predict before |Mobility: |Logical: This process of the |

|calculators will be used to |as drawing a diagram |Students will use tables and |drawing a diagram to solve |This group work allows students |drawing diagram is very ordered |

|confirm algebraic solutions. |Students will use tables and |graphs to check your answer |equations. |to draw and compare and |and concise. |

|A.3 The student will justify |graphs to check the answers. | | |differentiate the diagram to | |

|steps used in simplifying |Students will learn to solve | | |conclude solving equations. |Kinesthetic: |

|expressions and solving equations|linear equations graphically on a| | | |Students move around somewhat |

|and inequalities. Justifications |graphing calculator | | |Working Alone: |drawing diagrams. It shows that |

|will include the use of concrete | | | |Students will work alone using |allowing students to use their |

|objects; pictorial | | | |TI-83 calculator individually and|hands and to learn by drawing. |

|representations; and the | | | |comfortably. | |

|properties of real numbers, | | | | | |

|equality, and inequality. | | | | | |

Day 5 : 3.6 Solving Decimal Equations, 3.7 Formulas and Functions

|Virginia Standards of Learning |Student Experiences |Bloom’s Taxonomy |Readiness Level |Learning Styles |Multiple Intelligence |

|(SOL Algebra I) | | | | | |

|A.1 The student will solve |Students will find exact |Students will identify found-off|Concrete: Students manipulate |Working in groups: This activity|Intrapersonal: Students analyze |

|multistep linear equations and |approximate solutions of |error. |formulas by step by step with |helps students teach directly and|procedures of solving equations |

|inequalities in one variable, |equations that contain decimals. | |detailed directions. |indirectly using different |by using different formula and |

|solve literal equations |Students will solve real-life |Students will show and calculate | |formula and which formula to |come up with their own answers. |

|(formulas) for a given variable, |problems that use decimals such |exact and approximate solutions |Formal: Students are determined |apply by verbal discussion the | |

|and apply these skills to solve |as calculating sales tax in Ex. 5|of equations that contain |what steps are useful and apply |procedures and reasoning of |Verbal/Linguistic: |

|practical problems. Graphing |from textbook. They will solve a|decimals |which formulas for understanding |getting answers. |Students are centered on |

|calculators will be used to |formula such as area, temperature| |and reasoning. | |verbal/linguistic will have ample|

|confirm algebraic solutions. |conversion, interest, distance |Students will connect to solve | |Light: This activity benefits |opportunity to present their |

| |formulas for one of its variables|real-life problems that use | |those who work best in high-level|finding from activity. |

| |and rewrite an equation in |decimals. | |light. | |

| |function form | | | |Visual: |

| | |Students will discover a formula | | |Students need to see the steps of|

| | |for one of its variables. | | |solving equations by sharing |

| | | | | |their ideas and writing |

| | |Students will conclude and | | |step-by-step during group work. |

| | |rewrite an equation in function | | | |

| | |form | | | |

Day 6 : 3.8 Rates, Ratios, and Percents, Review

|Virginia Standards of Learning |Student Experiences |Bloom’s Taxonomy |Readiness Level |Learning Styles |Multiple Intelligence |

|(SOL Algebra I) | | | | | |

|A.3 The student will justify |Students will use rates and |Students will identify rate a per|Concrete: Students solve |Self-Motivated: Students who are |Logical: Mathematics is used in |

|steps used in simplifying |ratios to model and solve |b is a/b and unit rate. |equations based on drawing and |self-motivated will do best with |equations. |

|expressions and solving equations|real-life problems such as | |step-by-step procedural process |the lesson. They are persistent | |

|and inequalities. Justifications |applying unit analysis. Students|Students will use and explain |of solving equations. |doing multi-step solving |Visual: Procedural steps of |

|will include the use of concrete |will use ratios to write an |percents to model and solve | |equations. |solving equation are shown. |

|objects; pictorial |equation. |real-life problems |Formal: Students solve equation | | |

|representations; and the | | |using higher math logically and |Structure: Students who are |Verbal: Writing steps of solving |

|properties of real numbers, |Students will form a group and |Students apply rates, ratios, and|rationally. |structured would apply solving |equations are very visual |

|equality, and inequality. |discuss to find rectangle whose |percents and use equations | |equations mathematically. |structure of doing maths. |

| |length-to-width ratios are equal |solving skills to solve problems.| | | |

| |to the golden ratio. | | | | |

Day 7 : Test

|Virginia Standards of Learning |Student Experiences |Bloom’s Taxonomy |Readiness Level |Learning Styles |Multiple Intelligence |

|(SOL Algebra I) | | | | | |

|A.1 and A.3. |Students will test on based on |Students will recall linear |Concrete: Students solve |Structure: Solving Equation |Visual: Pictures and diagrams are|

| |Chapter 3. |equation and multi-steps of |equations based on drawing |mathematically is involved in |used extensively in problems. |

| | |solving equations and apply |diagrams and writing steps of |high amount of structure. | |

| | |formulas to solve equations. |solving equations. | |Logical: Equations are used |

| | | | |Self-Motivated: Students will who|extensively. |

| | |Students analyze which ways are |Formal: Students solve equations |are self-motivated will do best | |

| | |useful for solving linear |using higher math. |with test and homework. | |

| | |equation. | | | |

Algebra I

County (Local) Standards

[pic] Benchmark 3.a Essential

Justify Steps Used to Simplify and Solve Equations and Inequalities

The student will justify steps used in simplifying expressions and solving equations and inequalities. Justifications will include the use of concrete objects; pictorial representations; and the properties of real numbers, equality, and inequality.

POS Correlation: A.1.1

Reporting Categories:

Included: MTH.ALGI: Blueprint Algebra I Test/Equations and Inequalities

[pic]Indicator 3.a.1 Essential

Simplify and solve equations and inequalities with number properties

Simplify expressions and solve equations and inequalities, using the commutative, associative, and distributive properties.

POS Correlation: A.1.1.1, A.1.1.5, A.2.1.3, A.2.1.5

[pic]Indicator 3.a.2 Essential

Simplify and solve equations and inequalities with order of operations

Simplify expressions and solve equations and inequalities, using the order of operations.

POS Correlation: A.1.1.5

[pic]Indicator 3.a.3 Essential

Solve equations by using properties of numbers

Solve equations, using the addition, multiplication, closure, identity, and inverse properties.

POS Correlation: A.2.1.3

[pic]Indicator 3.a.4 Essential

Solve equations by using properties of equality

Solve equations, using the reflexive, symmetric, transitive, and substitution properties of equality.

POS Correlation: A.2.1.3

[pic]Indicator 3.a.5 Essential

Create representations for solving equations and inequalities

Create and interpret pictorial representations for simplifying expressions and solving equations

and inequalities.

POS Correlation: A.1.1.5, A.2.1.3, A.2.1.5

[pic]Indicator 3.a.6 Expected [pic]

Justify steps in solving equations and inequalities

Justify the steps in solving equations and inequalities by using concrete objects, pictorial representations, and the properties of operations on real numbers.

POS Correlation: A.2.1.3 and A.2.1.5

[pic]Indicator 3.a.7 Extended Honors/GT

Solve absolute value equations in one variable algebraically

Solve absolute value equations in one variable algebraically.

Use properties of equality to solve one step, two-step, and multi-step equations in one variable. Use properties of equality and the distributive property to solve equations with variables on both sides. Write ratios and proportions. Solve proportions using cross products. Solve

percent problems, such as finding the percent of a number, a base, and part of a base. Rewrite equations in function form. Solve formula and literal equations for a given variable.

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