A Stanczyk Student Teaching Unit15

Andrea Stanczyk
Lincoln Middle School

September 2011 - December 2011
Grade Level
8th Grade - Algebra Concepts
Unit Topic
Solving Linear Equations
and Inequalities
Duration of Unit
120 Days (60 minutes per day)
Table of Contents
Content Analysis & Rationale ....................................................................................................................... I

Benchmarks, Generalization, Concepts & Facts .......................................................................................... II
Content Outline .......................................................................................................................................... III
Unit Objectives & Outcomes....................................................................................................................... IV
Pre-Assessment Analysis.............................................................................................................................. V
Unit Framework (Day to Day) ..................................................................................................................... VI
Lesson Plans & Materials .......................................................................................................................... VII
Post-Assessment Analysis ......................................................................................................................... VIII
Reflection & Self Evaluation ....................................................................................................................... IX
Unit Materials & References ........................................................................................................................ X
Other Lesson Plans ...................................................................................................................................... XI
Context Analysis
Lincoln School District
Lincoln Middle School is located in the Lincoln School District in Ypsilanti, Michigan. The school houses
grades six through eight. Ypsilanti, MI is located in Washtenaw County with a population of 23,731 in
the Lincoln School District and is located near the city of Ann Arbor. The students attending Lincoln
School District are primarily Caucasian (75.7%). Other ethnicities represented in the schools are African
American (16.0%), Hispanic (2.7%), Asian (0.9%), and American Indian (0.5%). The total number of
students in the district is 6,909.
Classroom Factors
The teaching team consists of around 95 students and 3 teachers. For the Core Classes of Math,
Science, Social Studies and Language Arts, the students rotated between the three classrooms. Each
student has two elective classes that are during 5th and 6th hours. The teachers only have an elective
during 6th hour. The teachers have their prep hour during 5th hour. During 3rd hour, Social Studies is
taught as a split class with lunch in the middle.
Each student in the class has his/her own desk. Currently the desks are in rows of 5 to 6 desks grouped
in 3. This is to create groups of 3 for the math group work that will be done during the 60 minute math
classes. The whiteboard behind the teachers desk has written on it the daily assignments and work to
be completed. The information is kept on the board for at least a week so that the students that are
absent can complete the work they missed. There is one computer which is for teachers use only.
There is a SMART Board, projector, DVD/VCR and ELMO attached to the computer. These are located
next to the teachers desk and project to the wall on the left side of the room. There is a sink located in
the classroom and the boys and girls restroom are located outside of the hallway that the team
classrooms are located in. Students must have a pass or go to the restroom during lunch or passing
time between electives.
Student Characteristics
There are two Algebra Concepts classes that include several students with varying diagnoses. These
students are able to complete most of the same work with some accommodations. This will not affect
my planning but will affect the assessments that are given to these students and how they are graded.
The Advanced Algebra class is during 2nd hour and includes 32 students. Half the students were in
Advanced Math in 7th grade and the other half were recommended by their 7th grade teacher to be in
the Advanced Algebra class. This leads to a wide variety of Algebra knowledge and organization. It is
important that I stress the importance of correctly organizing the math work during the simple
problems.
Implications for Instruction
There are a couple of students during the 1st hour that are Autistic and ADD/ADHD. There is a
paraprofessional that is in the classroom to help the 8 students that are in that hour. She tends to pull
the students into the special ed. classroom across the hall when they are not completing their work
because they are distracted within the classroom. I will need to make sure that I make my directions
clear and try to keep all the students engaged. I will plan my lessons to accommodate having to help the
students with extra help and directions.
Rationale
Students
Next year, you will be going to high school and starting Algebra. In order to prepare you, in this unit you
will learn the steps to solving a linear equation. You will learn to solve equations with variables on both
sides of the equal sign, ratios and percentages. We will complete some story problems to show how
important the basic algebra concepts are to your life.
Teachers
This unit covers the knowledge that students need to solve linear equations. It reflects the State of
Michigan and Lincoln School District benchmarks. This unit includes group activities, independent work,
and teacher lead learning in order to include the various abilities and learning styles within each class.
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Michigan Eight Grade ~ Mathematics GLECs

A.PA.07.11
Understand and use basic properties of real
numbers: additive and multiplicative
identities, additive and multiplicative
inverses, commutativity, associativity, and
the distributive property of multiplication
over addition.
A.FO.07.13
From applied situations, generate and solve
linear equations of the form ax + b = c and ax
+ b = cx + d, and interpret solutions.
A.FO.07.12
Add, subtract, and multiply simple algebraic
expressions of the first degree justify using
properties of real numbers.
A.FO.08.08
Factor simple quadratic expressions with
integer coefficients, e.g.,
x2 + 6x + 9, x2 + 2x 3, and x2 4; solve
simple quadratic equations, e.g., x2 = 16 or
x2 = 5 (by taking square roots); x2 x 6 = 0,
x2 2x = 15 (by factoring); verify solutions by
evaluation.
A.FO.08.09
Solve applied problems involving simple
quadratic equations.
A.FO.08.10
Understand that to solve the equation f(x) =
g(x) means to find all values f x for which the
equation is true, e.g., determine whether a
given value, or values from a given set, is a
solution of an equation (0 is a solution of 3x2
+ 2 = 4x + 2, but 1 is not a solution).
A.FO.08.13
Set up and solve applied problems involving
simultaneous linear equations and linear
inequalities.
Additional Affective Goal
Unit Outcomes ~ Students will:

Use the properties to solve a variety of
math problems.
Identify the properties for each type of
math problem.
Explain and demonstrate the steps of
distributive property.
equation problems.
Solve for the missing variable
math equations.
Identify and explain the process to solving
the algebraic expression.
Identify like terms

Combine like terms
Use the distributive Property to combine
like terms
Solve for the variable.
Check the answer.
Set-up simple quadratic equations.
Explain the process of using the given set

and solutions.
Explain the reason for a given value not
being the solution.
Set up applied problems involving

simultaneous linear equations.
Explain the process to solving.
Value the importance of working
cooperatively
Value the importance of showing all your
work and steps for each math problems.
Pre-Unit Analysis
Students were given a 12 question paper and pencil pre-assessment. The pre-test included assessing on
5 objectives; 3 prerequisites and 2 main objective topics. They were given a rating of N, L, or S for each
objective (set of questions).
N = No Evidence of understanding
L = Limited Understanding
S = Substantial understanding
Objective #1
Objective #2
Objective #3
Objective #4
Objective #5
0 correct
=N
0 correct
=N
0 correct
=N
0 - 1 correct = N
0 correct
=N
1 -2 correct = L
1 correct
=L
1 correct
=L
2 -3 correct = L
1 correct
=S
3 correct
2 correct
=S
2 correct
=S
4 correct
=S
#1
=S
#3
#4
#5
Using the
Solving
Solving
Identifying
#2
Distributive
One
Two
Like Terms
Reciprocal
Property
Equations
Equations
Last Name
#1 - 3
#4 - 5
#6-7
#8 - 11
12
123
124
125
126
Special Concern: Sp. Ed
127
Special Concern: Sp. Ed
128
129
130
131
Special Concern
132
Special Concern
133
Special Concern
134
135
136
137
138
139
140
141
142
143
18
Limited Understanding (L)
11
No Evidence of Understanding (N)
12
Evidence of Substantial Understanding (S)
Using the
Identifying
Solving
Distributive
Solving One
Two
Equations
Like Terms
Reciprocal
Property
Equations
Evidence of Substantial Understanding (S)
18
10
20
18
16
14
12
Evidence of Substantial Understanding

(S)
10

8
6
4
2
0
Identifying Like
Terms
Reciprocal
Using the
Distributive
Property
Solving One
Equations
12
Pre-Assessment Planning for Instruction

Objective
Pre-Assessment Strategy
Summary of Results
1. Students will identify
Students were given a pre-test with 3
On the pre-test, 18 students were able to
Most of the students are able to
like terms in equations.
problems asking to identify the like
identify the like terms. 2 students were
identify the like terms. I will not
(Prerequisite)
terms. If they circled the correct like
not able to identify any.
spend class time on this but it is a
terms in 0 problems they received an
step in solving the equations.
"N", 1-2 - they received an "L", 3 they received an "S".

Objective
Summary of Results
2. Students will list the
Students were given 2 problems
On the pre-test, 9 student displayed no
The class was split in half on the
reciprocal of whole
asking what the reciprocal is. If they
understanding, 3 students displayed
understanding of the reciprocal. I
numbers, fractions and
answered correctly in 0 problems they
limited. 9 students showed substantial
will need to review this term
decimals. (Prerequisite)
received an "N", 1 - they received an
understanding.
before explaining the steps to
"L", 2 - they received an "S".
solving equations.
Objective
Summary of Results
3. Students will use the
Students were given 2 problems to
This concept was the previous
distributive property to
solve using the distributive property.
chapter. I will need to make sure
correctly simplify the
If they answered correctly and showed
to reteach the property as I show
expression.
work in 0 problems they received an
understanding.
them the steps to solving
(Prerequisite)
"N", 1 - they received an "L", 2 - they
equations. For the students that
received an "S".
show substantial understanding, I

will need to have more challenging
equations.
Objective
Summary of Results
4. Students will use
Students were given 4 problems to
The steps for solving one-step
addition, subtraction,
solve for the variable in one-step. If
equations will be the hardest for
multiplication or
they answered correctly and showed
the students to show. I will need
division to solve one
work in 0- 1 problems they received
understanding.
to remind them to show all the
step equations.
an "N", 1-3 - they received an "L", 4 -
step even if they can do it in their
they received an "S".
head.
Objective
Summary of Results
5. Students will use
Students were given 1 problem to
On the pre-test, 12 students displayed no
The steps for solving multi-step
addition, subtraction,
solve for the variable in two-steps. If
understanding. 9 students showed
equations will be the most
multiplication or
they answered correctly and showed
substantial understanding by solving for
confusing for the students. I will
division and the
work in 0 problems they received an
x but didn't show the correct steps.
need to remind them of the steps
distributive to solve
"N", 1 - they received an "S".
two-step equations.
daily and review the content

before the test.
Students of Special Concern

There are 5 students whom I have special concern. Two of the students are special education
and need to have extra time for assignments. One received substantial understanding rating on all the
objectives. The other student refused to complete any of the questions and receive no evidence of
understanding. The other three students showed difficulty in understanding of the objectives assessed.
For the special education students, I will make sure to adjust their assignments as needed.
Student for Learning Analysis

The student I picked for analysis is a young lady that is very bright in her other core classes. She has low
self-esteem when it comes to math. She thinks that it is not important to learn and it is too difficult. I
am interested to see how the unit will change her mind about math. On the pre-test, she performed
below average. She didnt show any of the steps for me to see where she made her mistakes. I will
need to make sure that she starts some good math note taking habits and learns to show all her steps.
Name: _______________________________________ Hour_______ Date ___________

Chapter 3 Pre-test
In the following equations, circle the like terms
1) 14 8 +
2)
9 + 9j 30
3) k 9k + 2
Write the reciprocal:
4)
9
8
5) 19
Simplify the expression ~ SHOW YOUR WORK

1
7) 2 ( 4 + 8)
6) 3(2 + 10)
Find
8) 2 + 9 = 23
9) 12 = 12
10) 11 = 4
11)
12) 5(6 + ) = 45
2
5
1
5
Chapter 3 Pre-test
Name: _____________________________ Hr___
In the following equations, circle the like terms
1) 14 8 +
2)
9 + 9j 30
3) k 9k + 2
Write the reciprocal:

4)
9
8
5) 19
19
Simplify the expression ~ SHOW YOUR WORK

6) 3(2 + 10)
7) 2( 4) + 8
8)
1
2
( 4 + 8)
9) 10(2 + 3) + 2 2
Find
10) 2 + 9 = 23
(3 2) + (3 10)
6 + 30
(2 ) (2 4) + 8
2 8 + 8
2
1
1
4 + 8
2
2
2 + 4
(10 2) + (10 3) + 2 2
20 + 30 + 2 2
2 + 9 = 23
9 9
2 = 14
2 2
=7
Unit Overview
Monday
Week of
10/24
Tuesday
*Introduction
*Solving One and Two Step
Equations
Homework
Week of
10/31
day for Students

no Math class
Week of
11/7
Homework
Thursday
*Solving Multi-Step
Equations
Friday
*Math Minute Quiz
*Solving One, Two Step
Equations
*Introduce Multi-Step
Equations
Worksheet A
Worksheet B
Worksheet C
*Review Solving Multi-Step

Equations
--
*Solving Multi-Step Equations
*Solving Equations with

Variables on Both Sides
*Review Sheet
*Chapter 3 Test
*Review ~ Station
Game
*Inequalities Quiz
*Worksheet D
Review Sheet #1
Homework
Wednesday
*One and Two Step
Equations
*Introduction
Inequality Signs
*Solving Inequalities Using

Addition & Subtraction
*Solving
Inequalities Using
Addition &
Subtraction
*Solving Inequalities Using

Multiplication & Division
*Dividing with Negative
Numbers changing the sign
Review Sheet
Review Sheet #2
Worksheet E
Field Trip to Henry Ford
Museum
Topic: Solving One Step and Two Step Equations ~ Using Addition, Subtraction, Multiplication and
Division
Duration: 2 class periods (60 minutes each)
Purpose: Students need the knowledge of solving linear equations for Algebra.
Materials:
Chapter 3 Pre-Test (given day before lesson)
SMART board
Vocabulary Worksheet
Math Minutes ( # 14 16)
Worksheet A
Worksheet B
Quiz
GLCEs:
A.PA.07.11
Understand and use basic properties of real numbers: additive and multiplicative identities,
additive and multiplicative inverses, commutativity, associativity, and the distributive property
of multiplication over addition.
A.FO.07.12
Add, subtract, and multiply simple algebraic expressions of the first degree justify using
A.FO.07.13
From applied situations, generate and solve linear equations of the form ax + b = c and ax + b =
cx + d, and interpret solutions.
A.RP.08.01
Identify and represent linear functions, quadratic functions, and other simple functions
including inversely proportional relationships (y = k/x); cubics (y = ax3); roots (y = x ); and
exponentials (y = ax , a > 0); using tables, graphs, and equations.
Objectives: Students will be able to:

1) Provide the steps to solving linear equations.
2) Recognize equations that may be solved using adding, subtracting, multiplying and dividing.
3) Successfully solve equations with 1 variable.
4) Successfully check the answer.
Assessment of Objectives:
Worksheet A (homework)
Worksheet B (homework)
Group Work
Section Quiz
Anticipatory Set: Math Minute 14 (day 1), 15(day 2) These handouts are reviews of previous
knowledge.
DAY #1 ~
Input:
After 5 minutes, the teacher will go over the problems on Math Minutes for about 5 minutes.
Day 1 - Math Minutes 14
(10 minutes/ 50 minutes left)
As the students put away their math minutes, make sure that the SMART board is on and has the
presentation on.
Give the students the vocabulary scavenger worksheet. Students will be given 5 minutes to complete a
vocabulary worksheet to work on as a group. There will be a timer on the SMART board counting
down.
For about 5 minutes, on the SMART board the teacher will go over a few of the vocabulary that will
help with the lesson.
Explain the Questions to Ask Yourself and the team work. (Should take 3 5 minutes)
For the next 15 20 minutes, each team will complete the Team Work Equation slide on the SMART
board.
Each team will need to answer the three questions and solve for the variable. There are 5 equations
and each are timed for 2 minutes.
For 5 10 minutes, each team will create the step by step directions to solving a linear equation. After
5 minutes, each team will present their steps.
Modeling:
Students will need to participate in the group activity and be writing down the work for each of the
problems.
Check for Understanding:
Give each table team a set of problems to solve and after 3 5 minutes have the students go to
the board and write their answers.
Students will be given Worksheet A for homework.
Closure:
During the last 5 minutes, students will solve a linear equation as a class.
The teacher will write the problems on the white board.
DAY #2 ~
Input:
Take 20 minutes to go over Worksheet A.
Give students Worksheet B. They will have 15 - 20 minutes to work on it.
(50 minutes/10 minutes left)
For 5 - 10 minutes, work through a couple of the two step equations.
Have the students create a step by step set of directions to solve the two step equations.
Modeling:
Students will need to participate in the group activity and be writing down the work for each of the
problems.
Have students write some of their solutions on the white board.
Closure:
During the last 5 minutes, students will solve a multi-step linear equation as a class.
The teacher will write the problems on the white board.
Independent Practice:
Students were given the Worksheet B and C to complete as homework. They need to show all their
work and answer every problem.
Adaptations/Differentiation:
Students with IEPs
LinearEquationsIntroduction
Math Minute # 14
CHAPTER 3
Important Terms
Vocabulary Scavenger Hunt
Variable
LikeTerms
Opposite
Reciprocal
QUESTIONSTOASKYOURSELF
TableTeamWork
Asateam,youwillhave2minutestoanswerthethree
questionsandwritedownthestepsforeachofthefollowing
linearequations.
Whatisthevariable?
Example:
Whatisthevariable?
Whatishappeningtoit?
Whatistheoppositeoperation?
LinearEquationsIntroduction
Table Team Work

Equation #1
Table Team Work

Equation #2
Whatisthevariable?
Whatisthevariable?
Table Team Work

Equation #3
Table Team Work

Equation #4
Whatisthevariable?
Whatisthevariable?
Table Team Work

Equation #5
Table Team Work

Usingthethreequestions,
createstepbystepdirectionsto
solvinglinearequations.
Whatisthevariable?
Whatisthevariable?
InClass~LinearEquationsIntroduction
CHAPTER 3
Vocabulary Scavenger Hunt
Important Terms
Variable
LikeTerms
QUESTIONSTOASKYOURSELF
Opposite
Whatisthevariable?
Reciprocal
TableTeamWork
Asateam,youwillhave2minutestoanswerthethree
questionsandwritedownthestepsforeachofthefollowing
linearequations.
Example:
Table Team Work

Equation #1
Whatisthevariable?
Whatisthevariable?
InClass~LinearEquationsIntroduction
Table Team Work

Equation #2
Table Team Work

Equation #3
Whatisthevariable?
Whatisthevariable?
Table Team Work

Equation #4
Whatisthevariable?
Table Team Work

Equation #5
Whatisthevariable?
Table Team Work

Usingthethreequestions,
createstepbystepdirectionsto
solvinglinearequations.
Whatisthevariable?
Name ________________________________ HR______ Date ______________

Chapter 3 ~ Solving Linear Equations
Directions: Using prior knowledge and the textbook, complete the table below for
each of the mathematical terms.
Term
Textbook Definition
Variable
Like Terms
Equivalent
Reciprocal
Opposite
Coefficient
Identity
In Your Words
Example
Term
Textbook Definition
Order of Operations
Distributive Property
Equivalent Equation
Inverse Operations
Linear Equation
In Your Words
Example
Name ___________________________________________ Hour ___________ Date_______

Worksheet A
Directions: Complete the sentence.
1
5
1) To get the variable alone in , multiply by _____ or divide by ______.

2) To get the variable alone in 4, multiply by _____ or divide by ______.
2
3

4) To get the variable alone in + 6, add by _____ or subtract by ______.
5) To get the variable alone in 42 , add by _____ or subtract by ______.
Directions: For each equation, answer the three questions: What is the variable? What is happening to
it? What is the opposite operation?
6) + 3 = 8
What is the variable? _____________________
What is happening to it? _____________________

What is the opposite operation? _____________________ _____________________________
_____________________________________________________________________________
7) 22 = 8 +

_____________________________________________________________________________
8) 7 = 12

_____________________________________________________________________________
9) 10 =
1
2

_____________________________________________________________________________
10) 6 30 = 24

_____________________________________________________________________________
Name ___________________________________________ Hour ___________ Date_______

Worksheet B
Directions: Answering the three questions:
What is the variable?
What is happening to it?
What is the opposite operation?
Then Solve for the variable. SHOW ALL YOUR WORK!!
1) 8 = 40
2) 3 = 21
What is the variable? _________________
What is happening to it? _______________
What is happening to it? _________________
What is the opposite operation? ________________
What is the opposite operation?_____________
Solve:
Solve:
3) 12 = 2
4)
= 13
Solve:
Solve:
1
7
5) = 5
6) 41 = 52 +
Solve:
Solve:
7) 17 = 10
8) + 4.1 = 9.6
Solve:
Solve:
9) 30 = + 8
10) 21 = 15
Solve:
Solve:
11) + 6.25 = 3.5

12) 8 = 17
Solve:
Solve:
CHALLENGE QUESTIONS: show all your work!
4
5
13) =
12
17
14)
2
3
8
3
Solve:
Solve:
Name ____________________________________ Hour _______ Date ______________

Chapter 3 ~ One and Two Step Equation Quiz
Directions: Solve for the variable. SHOW ALL YOUR WORK.
1) + 10 = 45
2) 23 13 = 50
3)
4) 14 = 4
6 = 29
5) 10 = 5
6) + (4) = 20
7) 10 = 17
8) 34 + = 10
9) 3 = 21
10) 10 = 9
11)
= 21
12) 10 = 5
13) 4 = 52
14) 3( + 4) = 33
15) 6 + 8 = 13
16) 3 4 = 5
17) 7( 3) = 49
18) 8 15 = 1
19) 2(3 + 4) = 28
20) 4 + 3( 1) = 6
Topic: Solving Multi-Step Equations ~ Using Addition, Subtraction, Multiplication and Division
Duration: 2 class period (60 minutes each)
Materials:
SMART board
Math Minutes ( # 17 18)
Worksheet C
Worksheet D
GLCEs:
A.PA.07.11
A.FO.07.12
A.FO.07.13
A.RP.08.01

1) Provide the steps to solving multi- step linear equations.
2) Recognize equations that may be solved using adding, subtracting, multiplying and dividing.
3) Successfully solve equations with 1 variable on each side.
Worksheet C (homework)
Worksheet D
Anticipatory Set: Math Minute 17 (day 1), 18(day 2) These handouts are reviews of previous
knowledge.
DAY #1 ~
Input:
As the students put away their math minutes, make sure that the SMART board is on and has the
presentation on.
Go Through the presentation: Steps to Solving multi-step equations, Examples using the steps.
Work the first 5 problems as a class in the board.
For 15 20 minutes, students will work on the worksheet ~ showing all their work.
Last 5 minutes review the steps for a multi-step equation.
Modeling:
Students will need to participate in the in-class examples. They will need to be writing down the work
for each of the problems.
Students will be given Worksheet C for in-class and/or homework.
Closure:
During the last 5 minutes, review the steps for a multi-step equation.
DAY #2 ~
Input:
Take 10 minutes to go over Worksheet D. Have the Steps on the SMART Board for students to follow
the steps. Do a few problems on the board showing all the steps.
Give students 20 minutes to work on the worksheet.

For 5 - 10 minutes, explain the review sheet. Go over any questions students might have.
Last 5 minutes, have the students complete this problem on a sheet of paper to hand in.
7( 5) + 8 = 5
7 35 + 8 = 15
7 23 = 15
7 = 42
=6
Modeling:
Students will need to writing down the work for each of the problems.
Have students write the steps to one problem and hand it in.
Closure:
During the last 5 minutes, students will solve a multi-step linear equation.
Students were given the Worksheet D and Review Sheet to complete as homework. They need to
show all their work and answer every problem.
Students with IEPs
MutlistepEquations
Steps for Solving a Multi-step Equation
Math Minute # 15
1) Draw line
2) Use Distributive Property (on both sides of the equal
sign)
3) Combine Like Terms (on both sides of the equal sign)
4) Use Add/Subtract to get the variables on one side
and the numbers on the other side of the equation
5) Use Multiply/Divide to get rid of the coefficient
6) CHECK YOUR ANSWER
Example:
1) Draw line
2) Distribute
6) CHECK YOUR ANSWER
3) Combine Like Terms
4) Add/Subtract
5) Multiply/Divide
1)
2)
3)
1)
2)
Name ___________________________________________ Hour ___________ Date_______

Worksheet C
Directions: SHOW ALL YOUR WORK!!
1) + (7) = 16
2) + (11) = 22
3) + (8) = 7
4) 43 + = 16
5) 16 = 32
6) 43 = (48)
7) 27 = 64
8) + (21) = 58
9) + (18) = 25
10) 44 = + 64
11) + (3) = 18
12) + (13) = 6
13) + (8) = 31
14) + (8) = 26
15) + (14) = 21
16) 15 = + 42
17) + 14 = 32
18) 12 + = 38
19) 18 + = 57
20) 17 = 13
21) 49 = 36
22) 18 = 76
23) 8 = 64
24) 3 = 36
25) 165 = 11
26) 4 = 64
27) 7 = 91
28)
29) 6 =
= 32
30) 4 =
31) 21 =
33) 5 =
18
32)
46
= 216
34) 14 = 182
35) 17 = 136
36) 60 = 15
37) 14 = 98
38)
39)
34
= 14
13
= 15
40) 24 =
32
Name ___________________________________________ Hour ___________ Date_______

Worksheet D
Steps To Solving A Multi-Step Equation
1)
2)
3)
4)
5)
6)
1) 6 + 8 = 13
2) 9 3 = 17
3) 72 = 4 + 10
4) 15 = 23
5)
+3=1
7) 5 + 2 2 = 26
9) 32 = 17
11)
2
3
7 = 9
6)
6 = 11
8) 14 = 9
10) 9 + 2 = 29
12) 17 = 9
3
Name ___________________________________________ Hour ___________ Date_______

Solving Linear Equations ~ Review Sheet #1
Directions: Define the terms
1) Like terms
2) Coefficient
3) Variable
4) Opposite
5) Reciprocal
6) Distributive Property
7) Inverse Operations
Directions: Complete the sentence.

8) To get the variable alone in 6, multiply by _____ or divide by ______.
10) To get the variable alone in + 12, add by _____ or subtract by ______.
11) To get the variable alone in 90, add by _____ or subtract by ______.
Directions: For each equation, answer the three questions: What is the variable? What is happening to
it? What is the opposite operation?
12) 19 = 8

13) + 77 = 12

14) 6 30 = 24

Directions: Solve for the variable. SHOW ALL YOUR WORK

15) 27 = 64
16) + (21) = 58
17) + (3) = 18
18) + (13) = 6
19) 3 = 30
20)
= 14
Steps To Solving A Multi-Step Equation~ IN YOUR OWN WORDS

1)
2)
3)
4)
5)
6)
Directions: Solve the multi-step equations. SHOW ALL YOUR WORK
21) + 13 = 1
22) 14 = 11
23) 5( + 10) 2 = 98
24) 14 = 9
25) 9( 2) = 18
26) 7 4 + 3 + 15 = 101
Topic: Solving Equations with Variables on Both Sides

Duration: 1 class period (60 minutes each)
Materials:
SMART board
Math Minutes ( # 19)
Review Sheet #2
Worksheet E
GLCEs:
A.PA.07.11
Understand and use basic properties of real numbers: additive and multiplicative
identities, additive and multiplicative inverses, commutativity, associativity, and the
distributive property of multiplication over addition.
A.FO.07.12
A.FO.07.13
From applied situations, generate and solve linear equations of the form ax + b = c and
ax + b = cx + d, and interpret solutions.
A.RP.08.01
including inversely proportional relationships (y = k/x); cubics (y = ax3); roots (y = x );
and exponentials (y = ax , a > 0); using tables, graphs, and equations.

1) Provide the steps to solving linear equations with variables on each side.
2) Recognize equations that may be solved using adding, subtracting, multiplying and
dividing.
3) Successfully solve equations with 1 variable on each side.
Worksheet E
Review Sheet #2
Anticipatory Set: Math Minute 19 These handouts are reviews of previous knowledge.
Input:
Math Minutes 19
Give students Worksheet E, it is a few pages long and has room for them to show all their work.
Explain to the class that they will use similar steps that they used for solving equations when
the variables were on one side. Tell them that they will do the first 5 problems on their own
and try to write their own steps for solving with variables on both sides.
Give the students 15 20 minutes to complete problems 1 -5 of the packet. Then have 2 3
students come up to the white board and write their answers and steps.
For 5 minutes, have students discuss how each step works to help solve the equation.
For 5 minutes, go through the different answers and have the class come up with steps to
solving the equations.
Do the first page with the students and show them how to solve for the variable using the steps
for solving equations with variables on both sides.
For 10 minutes, have the students work on the 2nd page. It includes a section for them to list
the steps for solving the equations.
During the last 5-10 minutes, have the student review the steps for solving equations with
variables on both sides by choosing one student to say 2 steps.
Modeling:
Students will need to participate in the in-class examples. They will need to be writing down
the work for each of the problems.
Students will be given Worksheet E for in-class and/or homework.
Closure:
During the last 5 - 10 minutes, review the steps for solving equations with variables on both
sides.
Modeling:
Have students hand it in Worksheet E.
Students were given the Worksheet E and Review Sheet#2 to complete as homework. They
need to show all their work and answer every problem.
Students with IEPs
Name ___________________________________________ Hour ___________ Date_______

Worksheet E
1) 10 7 = 4 + 5
2) 3 + 6 = 2 + 11
3) 6(3 4) = 12
4) 6( +3) = 5x +8
5) 6 + = 6( 5)
6) 7( + 3) = 7 4
7) 2( 3) = + 4
9) 8 + 11 3 = 2 + 2
11) 7 + 9 = 3 + 49
8) 5( + 2) = 20
10) 4( + 3) = 15
12) 9 7 = 5 + 5
13) 4(2 5) = 3 13
15) 4 (8 12) = 5 2
17)
1
4
(9 2) = (3 + 4)
8
14) 9(4 6) = 2(13 2)
16) 6(1.3 3) = 2.6 5
18) 6.8 10 3.2 = 3 1
Find the length and width of the rectangle described

19) The length is 5 unites more than the width. The perimeter is 9 times the width.
20) The length is 5 units less than 2 times the width. The perimeter is 22 units more than
twice the width.
Name: _________________________________ Date ________________ Hour_________

Chapter 3
Review Sheet #2
Find x. Show all the steps
1) 3( + 6) = 5( 4)
2) 2( 4) + 4 = 2( + 4)
3) 8 + 4 = 9 7
4) 7( + 7) = 5 + 59
5) 40 14 = 6
6)
= 14
7) 7 + 3( + 1) = 29
8) 13 + 6(2 1) = 19
9) 19 3( 6) = 66
10) 9 2 = 8 + 7
11) The selling price of a pair of pants is $34. If the store paid $8 less for the pants, find the price
the store paid.
Write an expression : ____________________________________________
How much did the store pay? ___________________________________
Translate each sentence into an equation and solve for the variable.
12) Two added to three times a number m is the same as 18.
13) Four times f plus 14 is equal to 26
Topic: Chapter 3 Review Stations

Duration: 1 class period (60 minutes)
Purpose: The purpose of this lesson is for a refresher on the topics and to help the students study for
the chapter test.
Social Goal: Students will need to work together to answer all the questions in the allotted time.
Materials:
o
o
o
o
o
o
SMART Board
White Board
Chapter 3 Review Sheet
Review Handout
Station Questions
Chapter 3 Test.
GLCEs:
A.PA.07.11
A.FO.07.12
A.FO.07.13
A.RP.08.01

1. Write the steps to solving for the variable in the problems.
2. Successfully solve and simplify linear equation problems.
3. Produce definitions for the mathematical terms in Chapter 3 in their own words.
Assessment of Objectives: The students will hand in the Chapter 3 Review Sheet and complete the
group review sheet where they will put all their work. The Chapter 3 test would be the day after.
Anticipatory Set: Math Minute
DAY #1 ~ Review Chapter 3
Input:
After 5 minutes, teacher will go over the problems on Math Minutes for about 5 minutes.
Students were given the following directions:
Each table team will be a station numbered 1 8.

Each team will move to the next station after 5 minutes.
Leave the station questions on the table and move to the next.
Write your team names and work on the group review sheet to be handed in.
Each station will take 5 minutes and 8 stations = 40 minutes.

For the last 10 minutes, students will pick the problems they had the most difficulty on and the teacher
will work out the answers.
Modeling:
Students should participate in the review game by doing equal amount of work as their team partners.
They will need to write down the work for each of the problems.
The teacher will pick students to go to the board and write their definition and example for one
of the terms. Once all of the 18 terms are on the board, go over the student definition and ask
if anyone thinks that it needs more for the definition. This should take about 10 minutes.
Give each table team a set of problems to solve and after 3 5 minutes have the students go to
the board and write their answers.
Closure:
During the last 10 minutes, the teacher will review the problems the students had difficulty
with.
DAY #2 ~ Chapter 3 Test
Input:
Students will separate their desks and take out their notes for the Chapter 3 Test. This should take
about 40 55 minutes.
(40 - 55 minutes / 20 - 5 minutes left)
Students with IEPs will be given the same work but with certain difficult questions taken out.
EquationStationReview
Math Minute # 20
Youhave5minutestocomplete
thestationandthenyoumove
tothenext.
Steps for Solving a Multi-step Equation
1)
Draw line
2)
Use Distributive Property (on both sides of the equal sign)
3)
Combine Like Terms (on both sides of the equal sign)
4)
Use Add/Subtract to get the variables on one side and

the numbers on the other side of the equation
5)
Use Multiply/Divide to get rid of the coefficient
6)
CHECK YOUR ANSWER
Names: ______________________________________
_______________________________________
_______________________________________
________________________________________
Group Review
Directions: You will be given 5 minutes to finish each question at each station.
With your groups, show all your steps and be ready to explain your process to the class.
Station #1:
Station #2:
:
Station #3:
Station #4:
Station #5:
Station #6:
:
Station #7:
Station #8:
Station #1:
Write the steps in words and show the work to find x. Dont forget to check
1) ( ) = ( + )
2) . ( + ) = ( + )
Station #2:
331 students went on a field trip. Six buses were filled and 7 students traveled in cars. How
many students were in each bus?
1) Write the equation
2) Solve for x
Station #3:
1) = +
2) + = +
3) ( ) = ( + )
Station #4:
1) = +
2) ( ) = +
3) + =
Station #5:
Jylen had $24 to spend on seven pencils. After buying them he had $10. How much did each
pencil cost?
2) Solve for x
Station #6:
1) =
2) ( + ) =
3) +
Station #7:
Write an equation then solve.
1. Four more than 3 times a number is equal to 8 more than 4 times the same number.
2. Twice a number decreased by one equals the same number added to two.
3. Six plus 2 times a number is the same as 26 plus six times the same number.
Station #8:
Tierra had some candy to give to her four friends. She first took ten pieces for herself and
then evenly divided the rest among her friends. Each friend received two pieces. With how
many pieces did she start?
2) Solve for x
Name _______________________________________ Date ______________ Hour _____

Chapter 3 Test
Solve for the variable. (Show all the work ~ Each Step is 1 point)
1) 8 = 17
2) + 12 = 5
3) 2 = 11
4) 16 = + 71
5) 9 2 = 8 + 7
6) 78 + = 15
7) 8 = 96
8) 180 = 15
9) 3 = 10
10) 15 = 1 + 2
11) 52 = 4
12)
= 36
13) 2 3 = 1
14) 14 + 3 40 = 11
15) 7( + 3) = 17 4
16) 2 + 2 = 4( 5)
Translate each sentence into an equation.

17) Two added to three times a number m is the same as 18.
18) Four times x minus 4 is equal to 16
Write and Solve an equation to find the value of x.

Area = length * width
19)
10
3+
Area of the rectangle = 1520
20) Sally estimates that she will spend $115 on groceries this month. How much will she spend
each week?
What is the expression? ______________________
How much did Sally spend each week? _____________________
21) Justin owed $34 to his sister. He paid dollars back and he now owes $12. How much did
he pay back?
What is the equation? ______________________
How much did Justin pay back to his sister? _____________________
22) Austin mows lawns during the summer break. He mows 5 lawns a day, 4 days a week, 4
weeks a month and 3 months a year. He makes $23 per lawn.
How many lawns did Austin mow? ____________
Show your work:
How much did Austin make during the summer break? ___________
Show your work:
In-direct Lesson
Topic: Solving Inequalities ~ Using Addition, Subtraction, Multiplication and Division
Duration:2 class period (60 minutes each)
Purpose: Students need the knowledge of solving linear equations for Algebra that have
inequalities.
Materials:
White Board
Math Minutes
Worksheet F
Worksheet G
GLCEs:
A.PA.07.11
Understand and use basic properties of real numbers: additive and multiplicative
identities, additive and multiplicative inverses, commutativity, associativity, and the
distributive property of multiplication over addition.
A.FO.07.12
A.FO.07.13
From applied situations, generate and solve linear equations of the form ax + b = c and
ax + b = cx + d, and interpret solutions.
A.RP.08.01
including inversely proportional relationships (y = k/x); cubics (y = ax3); roots (y = x );
and exponentials (y = ax , a > 0); using tables, graphs, and equations.

1) Provide the steps to solving inequality equations.
2) Recognize equations that may be solved using adding, subtracting, multiplying and
dividing.
3) Successfully check and graph the answer.
Worksheet F
Worksheet G
Anticipatory Set: Math Minute ~ These handouts are reviews of previous knowledge.
DAY #1 ~
Input:
As the students put away their math minutes, teacher will explain the assignment for the
lesson.
Students will be divided into pairs. Using the knowledge students learned in the previous
section, they will solve and graph the problems on Worksheet F.
Tell the students: The goal for the worksheet is to create steps to solving inequalities using
knowledge you have from the previous section.
Students will have 20 30 minutes to complete the worksheet.
Teacher will hand out Worksheet F
The teacher will ask students the answers to the first section of the worksheet. (meanings of
the inequality signs)
As a class, come up with the steps to solving inequalities.
For 10 minutes, have the students write their answers to the worksheet problems on the white
board and place some under the ELMO. Review their answers and discuss any issues.
Last 5 minutes review the steps for solving an inequality equation.
Modeling:
Students will need to participate in the in-class examples and complete the worksheets as a
group. They will need to be writing down the work for each of the problems.
Students will be given Worksheet F and G for in-class and/or homework.
Closure:
DAY #2 ~
Input:
As the students put away their math minutes, teacher will explain the assignment for the
lesson.
Students will work independently for the first 15 minutes and with a partner for the last 15
minutes. Using the knowledge students learned in the previous section, they will solve and
graph the problems on Worksheet G.
Tell the students: The goal for the worksheet is to create steps to solving inequalities using
knowledge you have from the previous section.
Show the following steps using problem #1 on the worksheet:
Solve the inequality
Write the steps and explain the process for solving.
Graph the inequality
Explain the process for graphing
Students will have 30 minutes to complete the worksheet.
Teacher will hand out Worksheet G
For 15 minutes, have the students write their answers to the worksheet problems on the white
board and place some under the ELMO. Review their answers and discuss any issues.
Modeling:
Students will need to participate in the in-class examples and complete the worksheets as a
group. They will need to be writing down the work for each of the problems.
Students will be given Worksheet F and G for in-class and/or homework.
Closure:
Last 5 minutes review the steps for solving a multi-step inequality equation.
Modeling:
Have students write hand in the completed worksheet at the end of the hour.
Students were given the Worksheet F and G to complete asclasswork/ homework. They need
to show all their work and answer every problem.
Students with IEPs
GroupWork~Inequalities
Youhave3minutestoorganizeyourroles
ChapterReview
GroupWorkwith
Inequalities
1)
Recorderkeeptrackofalltheworkandwriteitdowntohandin.
2) Timerkeeptrackofthetimeandmakesurealltheaspectsoftheprojectare
completed.
3)
Presenterwillpresentthegroupsworktotheclass.
Youhave30minutes
Eachgroupwillgetadifferentreallifeexample.Youwillneedto
completethefollowing:
1)
2)
3)
4)
5)
Writetheinequality.(5minutes)
Solvetheinequality(5minutes)
Writeanexplanationoftheinequality.(10minutes)
Writethereworkonasheetofwhitepaper.(5minutes)
Drawapictureofthesituation.(5minutes)
Name _________________________________ Hour ____________ Date ___________

Worksheet F
Inequality Symbols
CLOSED CIRCLE :
OPEN CIRCLE :
<
>
The arrow represents ________________________________
Graph :
1) 2
-2
-1
2) > 7
-2
-1
3) 0
-2
-1
4) < 4
-2
-1
SHOW YOUR WORK

Solve and Graph the equations
REMEMBER: If dividing or multiplying by a negative number you have to flip the sign.
5) 14 56
-6
-5
-4
-3
-2
-1
6)
12
-10
10
20
30
40
50
60
7) 6 8 4
-2
-1
8) 3 9 2 + 4
10
11
12
13
14
15
Name ___________________________________________ Hour ___________ Date_______

Worksheet G
Directions: Solve and graph the inequality. SHOW ALL YOUR WORK!!
1) 5 < 4 +
2)
3) 2( 4) 3
4) 6( + 2) > 3 2
5) 3( + 3) < 4 7
6) 2 + 10 7 + 7
>3
7) 3 9 2 + 4
9) 5 8 3
11) 4 9 11
8)
1
4
( + 8) < 1
10) 10 3 < 5
12) 3 ( 1) > 4
Name _________________________________ Hour ____________ Date ___________

6.1 6.3 Review Sheet
Inequality Symbols
CLOSED CIRCLE :
Less than or equal to
OPEN CIRCLE :
Less than
Greater than or equal to
<
Greater than
>
The arrow represents ________________________________

Graph :
1) 1
-2
-1
2) > 2
-2
-1
3) 5
-2
-1
4) < 4
-2
-1
SHOW YOUR WORK

Solve and Graph the equations
REMEMBER: If dividing or multiplying by a negative number you have to flip the sign.
5) 14 56
-6
6)
-5
14
-4
-3
-2
-1
-10
10
20
30
40
50
60
7) 6 8 4
-2
-1
8) 3 9 2 + 4
10
11
12
13
14
15
8.1, 8.4, 8.2 ~ Review Sheet

8.1 Multiplication Properties of Exponents
Properties:
1) _______________ of _______________:
Example:
2) _______________ of a _______________:
Example:
3) _______________ of a _______________:
Example:
8.4 Division Properties of Exponents

Properties:
1) _______________ of _______________:
Example:
2) _______________ of a _______________:
Example:
8.2 Zero and Negative Exponents
Zero :
Example:
Negative Exponents
Example:
Name ________________________________________ Hour _________ Date __________

6.1 6.3 Quiz
SHOW ALL YOUR WORK
Write the inequality illustrated by the graph below.
1)
-10
-8
-6
-4
-2
10
-10
-8
-6
-4
-2
10
-1
2)
Graph the solution
3) 2 2
-2
4) 8 4
-2
-1
5) 8 16
a.
<2
-1
b. 2
-1
c. 2
-1
d. > 2
-1
6) The maximum weight allowed per car on The Wildcat carnival ride is 220 pounds. Your friend
weighs 90 pounds. To be able to ride in a car together how much can you weigh?
a. Write the inequality
_______________________________________________________________________
b. Solve the inequality
Show every step !!

Solve and Graph the inequality
7) 5 4 3( + 3)
Solve:
Graph
3
10
8) 8 + 11 > 5
Solve:
Graph
-4
-3
-2
-1
9) A carpet cleaner charges $59 for the first room and $30 for each additional room. A customer
does not want to spend more than $125 for having the carpets in his house cleaned.
a. Write an inequality ___________________________________________

b. Solve and Graph the inequality
Solve:
Graph
3
10
c. Is it a realistic answer? Why or Why not?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Group Names:
Date: _____________ Hour: ______
Recorder: _____________________________________________________
Timer: _____________________________________________________
Presenter: _____________________________________________________
Directions: Each group will get a different real-life example. They will need to complete the
following:
1)
2)
3)
4)
5)
Write the inequality. (3 minutes)

Solve the inequality. (3 minutes)
Write an explanation of the inequality. (5 minutes)
Write the work on a sheet of white paper. (10 minutes)
Draw a picture of the situation. (5 minutes)
Problem :
Fernesha has $30 in her wallet. She went to the grocery store and bought 4 packs of gum. She
looked at how much money she had left and realized she should spend at least one third of
what was left on gas. If she spent $6 on gas, how much was the cost of each pack of gum?
Group Names:
Date: _____________ Hour: ______
Recorder: _____________________________________________________
Timer: _____________________________________________________
Presenter: _____________________________________________________
following:
1)
2)
3)
4)
5)

Problem :
Yellow Cab Taxi charges $1.75 flat rate in addition to $0.65 per mile. Maya has no more than
$10 to spend on a ride. How many miles can Maya go?
Group Names:
Date: _____________ Hour: ______
Recorder: _____________________________________________________
Timer: _____________________________________________________
Presenter: _____________________________________________________
following:
1)
2)
3)
4)
5)

Problem :
The CPU on Daliyas computer has quit working. She wants to replace it with a faster CPU.
However, she only has $300 to spend on the replacement. If the computer repair shop charges
$79 in labor to replace a CPU, what is the most Suzette can spend on a new CPU?
20
18
14
12
10
8
6
0
Using the Distributive
Property
16
Solving One Equations Solving

Two
Equations
Evidence of Substantial
Understanding (S)
Limited
Understanding
(L)
No Evidence
of
Understanding
(N)
Reflection and Self Evaluation

This math class showed gains in solving of two-step equations. I was extremely proud of the
progress that the students showed in their understanding of the steps to solving the linear equations.
Students didnt show improvement in their understanding of the distributive property.
After the unit test, it was clear that the students had an understanding of solving one-step
equations. The students were able to find the value for x when there was only one mathematical
operation used. As more operations were added, students began to have difficulty in solving the
problems. For some of the students, the issue stemmed from not showing the steps to solving the
problem.
The objective that the students had the most difficulty with was the distributive property.
Many of the students understood the process but would forget to multiply all the numbers. I think
that the students were having difficulty understanding why the property works. At first, I thought
that I was not re-teaching it well enough and that I need to find a different approach to teaching the
distributive property. However, Mr. Crowner, my cooperating teacher, let me know that I was
explaining it well and in different ways. His reasoning for the students not understanding the concept
was that many of them are not developmentally ready for Algebra. I had to move on to the next
topic and try to review the distributive property within the practice problems.
This was a year of transitioning to a new math curriculum and it has been difficult for some of
the students. Since the curriculum for this year was last year's 9th grade curriculum, I believe that
many of the students are not yet developmentally ready to understand the Algebra concepts. I tried
to explain the concepts in as many different ways as possible to help every type of learner
understand. There were still many students that were struggling to understand the reasons for the
Algebra processes.
At the beginning of the unit, I was having trouble with timing during lessons. I began to
recognize the problems were the students would need more time and were they would need less
time. Timing is something I will need to continuously work on as I teach. Mr. Crowner was very
helpful in letting me know how the lessons work with the 1st hour Algebra Concepts class. I would
then make the adjustments for the 4th hour Algebra Concepts class.
I worked throughout the unit and my student teaching experience on establishing control of
the classroom when needing the students attention. This was something that I feel was improving
and I was learning not to talk over the student when I need their attention. The last couple lessons
of my unit, I was surprised at how well I was able to establish the control when I needed it. This
helped my pacing of the content and made me feel more confident.
I enjoyed teaching this unit because it involves the basic fundamentals for Algebra. I believe
that the students will have more confidence in their math abilities next year and be able to do well in
Algebra 1. I had a wonderful experience helping many students overcome their fear of math.
Overall, the student showed improvement in one of the three objectives that were assessed in the
unit test.
Resources
Abramson, Marcie, Painless Math Word Problems, Barrons Educational Series, 2010
Garcia, Hank, Algebra Puzzles, Creative Teaching Press Inc., Huntington Beach, CA, 2006
Johnson, Mildred, Johnson, Tim, Johnson, Linus, Johnson, Sheralyn, McRaine, Dean, How to Solve Word
Problems in Algebra McGraw-Hill; 2nd edition, 2000
Long, Lynette, Painless Algebra, Barrons Educational Series, 2006
McDougal Littell, Algebra 1: Concepts and Skills Textbook, 2001
McDougal Littell, Algebra 1: Concepts and Skills Chapter 3 Resource Book, 2001
McDougal Littell, Algebra 1: Concepts and Skills Chapter 6 Resource Book, 2001
McDougal Littell, Algebra 1: Concepts and Skills Practice Workbook with Examples, 2001
Rappaprt, Josh, Algebra Survival Guide: A Conversational Guide for the Thouroughly Befuddled, Singing
Turtle Press, 2011
Stoffel, Doug, Eight-Grade Math Minutes, Creative Teaching Press Inc., Huntington Beach, CA, 2007
www.edhelper.com/math.htm
http://education.ti.com
http://www.discoveryeducation.com/teachers/
www.brainpop.com

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Andrea Stanczyk

Lincoln Middle School

Content Analysis & Rationale ....................................................................................................................... I

Michigan Eight Grade ~ Mathematics GLECs

Unit Outcomes ~ Students will:

Identify like terms

Set-up simple quadratic equations.

Explain the process of using the given set

Set up applied problems involving

Special Concern: Sp. Ed

Special Concern: Sp. Ed

Limited Understanding (L)

No Evidence of Understanding (N)

Evidence of Substantial Understanding (S)

Evidence of Substantial Understanding (S)

Limited Understanding (L)

No Evidence of Understanding (N)

Evidence of Substantial Understanding

Limited Understanding (L)

Pre-Assessment Planning for Instruction

Implications for Instruction

1. Students will identify

Students were given a pre-test with 3

On the pre-test, 18 students were able to

Most of the students are able to

like terms in equations.

problems asking to identify the like

identify the like terms. 2 students were

identify the like terms. I will not

terms. If they circled the correct like

not able to identify any.

spend class time on this but it is a

terms in 0 problems they received an

step in solving the equations.

"N", 1-2 - they received an "L", 3 they received an "S".

Implications for Instruction

2. Students will list the

Students were given 2 problems

On the pre-test, 9 student displayed no

The class was split in half on the

asking what the reciprocal is. If they

understanding, 3 students displayed

understanding of the reciprocal. I

numbers, fractions and

answered correctly in 0 problems they

limited. 9 students showed substantial

will need to review this term

received an "N", 1 - they received an

before explaining the steps to

"L", 2 - they received an "S".

Implications for Instruction

3. Students will use the

Students were given 2 problems to

On the pre-test, 9 student displayed no

This concept was the previous

solve using the distributive property.

understanding, 4 students displayed

chapter. I will need to make sure

correctly simplify the

If they answered correctly and showed

limited. 8 students showed substantial

to reteach the property as I show

Name: ___________________________________ Hour_ Date _________

Name: ___________________________ Hr_