Math 9A/9B

November 23rd-27th
Grade/Subject: 9 Math
GENERAL OUTCOME FROM
ALBERTA PROGRAM OF
STUDIES
SPECIFIC OUTCOMES FROM
ALBERTA PROGRAM OF
STUDIES

9PR3: Model and solve

problems, using linear
equations of the form:

Unit: 9PR3

Number Develop number sense.

LEARNING OBJECTIVES
Students will:

I can
represent a given
problem with an
algebraic equation.

I can
solve the following
types of equations:

ax=b

x
=b , a 0
a

ax=b

ax +b=c

x
+b=c , a 0
a

x
=b , a 0
a

ax=bx +c

ax +b=c

a ( x+ b )=c

x
+b=c , a 0
a

ax +b=cx +d

ax=bx +c

a ( bx +c )=d ( ex + f )

a ( x+ b )=c

a
=b , x 0
x

ax +b=cx +d

Where a, b, c, d, e, and f
are rational numbers.
[C, CN, PS, V]

a ( bx +c )=d ( ex + f )
o

9K&E: Students will use

informal and concrete
representations of equality
and operations to solve
problems in everyday
contexts:
Demonstrate and explain
how to solve simple
problems, using informal
algebraic methods.
Read and graph
relationships and draw
conclusions in everyday
contexts.
[C, CN, PS, R, V]

Lesson Duration: 1 week.

a
=b , x 0
x

I can verify the

solution to an
algebraic equation.

I can
represent algebraic
equations in multiple
ways to solve
everyday problems,
using technology as
appropriate.

I can
communicate
mathematically and
investigate the
application of
variables and
equations in a
variety of career and
workplace

ASSESSMENTS
(Observations, Key Questions,
Products/Performances)
Observation
Student behaviour
Student-student interactions
Circulating to check on their work
Class discussion
Differentiation:
9A

Student X keep on him to complete work.

Continue checking in and request that so
many questions be done by the time you
come back around. Chunk assignments.

Student Ygive fewer questions and check

for understanding. Continue to prompt him to
remain on task. Less drawing.

Student Z check in continually. Print off

notes.

Student Acheck if he is doing anything

continually. Try with the mad minute
booklet?
9B

Student Bwork by himself, chunk

assignments for all students. Instant praise.

Student CCheck to see how he is doing,

push him to get his work done, make sure he
is taking notes. Give Student C instant
praise for any good behavior.

Student D & Student E Stay with group

for notes, then they will work on learning on
how to tell time. During game of life, they can
go on Mathletics and/or playing math games
for telling time.

Student FWill take notes with the class (he

may need several reminders). Student F will
work on adapted work surrounding variables
and equations. I will ask him to attempt
certain questions from student regular
booklets as well as from a K&E booklet.

situations, working
individually, or as
members of a team.

LEARNING RESOURCES CONSULTED

Resource #1: Math Focus 9 Text Book
Resource #2: Math-Aids Worksheets
Resource #3: www.mathletics.com
MATERIALS/ EQUIPMENT/ SET UP

Textbooks
Smart board
Laptops
Worksheets

PROCEDURE
Introduction (_5_min.):
Attention Grabber: 1st PERIOD: Have questions on board for students to work on when they enter the room. Go over
attendance, morning announcements, a little bit of discussion 2nd PERIOD If they listen during instruction and work
well for the whole period they can work in groups.
Connection to Curriculum: We will be moving into algebra and problem solving.
Expectations for Learning and Behaviour: Students are to abide by the 5 P rules established in class: prompt,
prepared, productive, polite, patient.
Students will get one warning, after that they will owe me time in 15-minute blockings.
Transition to Body: Have students take out their notes or workbooks and a pencil.
Body (__min.):

For detailed notes, please see the solving equations booklet

attached.
Day 1: Introduction to Algebra
What does the word variable mean in real life vs. math?
What is the opposite of addition? Subtraction? Multiplication? Division? (I.e. how do we get rid
of something added?)
How do we represent and equation pictorially, symbolically, and verbally?
Order of Operations

Work through single step solving question examples:

x+ a=b

xa=b

ax=b

x
=b , a 0
a

Have students complete worksheet and hand in for assessment.

Differentiation: Have tiles available for students if they need them.
Student X and Student X: Introduction to time
What do the hands me? How do we count on a clock? Skip counting.

Day 2: Multi- Step Solving Algebra

Period #1:
Work through example problems of the following. How would we represent it symbolically, pictorially,
and verbally?

ax +b=c

x
+b=c , a 0
a

Differentiation:
Student X and Student X: Introduction to time
Using clock manipulative, work to label the outside minutes of a clock
Verbally ask students to show you different times
Day #3: Division by X
Go over surface area exam as a class. Students are expected to correct their work as they go
ask them to not erase their original work, but to complete it on a scrap piece of paper.
When is the re-write date?
Mark homework from last day

Division by X: Go through notes having students write them in their flipbooks. Next students will
complete practice problems on the back side of the sheet.

a
=b , x 0
x

Differentiation:
Student X and Student X: Introduction to time
Using clock manipulative, verbally ask students to show you different times. Then have them write them in
words, and draw on an analog and digital clock

Day 4: Combining Like Terms

Mark Division by X Work

ax=bx +c

ax +b=cx +d

Use tiles to show students that we can also rearrange and combine variables.
Re-iterate that whatever we do to one side of the equation, we must do to the other in order to
keep it equivalent

Differentiation:
Student X and Student X: Introduction to time
Using clock manipulative, verbally ask students to show you different times. Then have them write them in
words, and draw on an analog and digital clock

Day 5: Distribution
Mark Combining Like Terms work

a ( x+ b )=c

a ( bx +c )=d ( ex + f )
Use tiles and expansion to illustrate distribution.

Differentiation:
Student X and Student X: Introduction to time
Interactive online activity learning how to tell time
Closure (_20_min.):
Consolidation/Assessment of Learning: Exit slips daily for how students are feeling about the daily content.
Feedback From Students: Ask students if there is anything that they are still really unclear of. Is there anything you
would like to cover more of tomorrow?
Feedback To Students: What did students do well on today? Group work? Why do students need to know this?
Transition To Next Lesson: Tomorrow you need to have __________ done as we will be moving on to the following
____________