Learning

Experience Plan (Day 1)

Grade level: 9th (Algebra)

Subject: Math

Unit: A-CED

Length of LEP (days/periods/minutes): 25 minute lesson

Topic: Creating One Variable Equations

Content Standards: (include only standards addressed in this LEP):
A-CED 1: Create equations and inequalities in one variable and use them to solve problems.
Literacy Standards: (include only standards addressed in this LEP)
Learning Experience Outcomes (knowledge/skills)
Students will be able to:

Learning Experience Assessments

Formative- Worksheet # 1

Create and work with one variable equations in order to make it

easier to work with word problems going forward.

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

Correlates with English. Students must be able to comprehend what they are reading in order to create an equation.

Materials

Worksheet
1

Procedures/Strategies
Day 1 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)

Markers

Hangman
Worksheet

Students will receive a hangman worksheet, which we will play as a class in order to
familiarize students with some of the vocabulary we will be using.
When hangman is completed tell the class that
These are some of the terms we will come across in todays lesson

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

When might it be helpful to create an equation?

Keep this in mind throughout the rest of the lesson

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)


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Direct Instruction (input, modeling, check for understanding)

Input- Below are the notes that students should write down in their notebook so that they
have information to reference when completing the homework. These vocabulary words are
words that often used in problems that require students to construct an equation. It may
seem obvious to some students, but for others it is important to have good notes to refer
back to when doing their homework, or for studying.
Okay guys, I have a few notes for you to copy down quick, and then well get to some
examples. This should take no more than 3-4 minutes. make sure that everyone has the
information before moving on!
Vocab

Is- equals
More- addition
Less subtraction
Times multiplication
Quotient- dividing

Steps to Creating an Equation:

1.
2.
3.
4.
5.
6.
7.

Read the problem

Circle the word is
Create a Left- Hand- Side everything before is
Create a Right- Hand Side everything after is
LHS=RHS
Solve for the variable
Check

Modeling- We (the teachers) will solve the below examples on the whiteboard to
demonstrate how to construct an equation. Make sure that you

1.

SMA Jacobs

Circle the word is

Identify LHS
Identify RHS
2 plus a number is 5.
-My LHS 2+x
-My RHS 5
Check!
2 + 3 =5

2 + = 5
= 3

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2. 20 less than 6 times a number is 46.
-My LHS is 6x 20 because 20 less than
means you are subtracting 20 from that value
-My RHS is 46

Check!
6(11) 20 = 46 66 20 = 48 66 = 66

6 20 = 46
6 = 66
= 11

Check For Understanding- Does everyone understand each of the steps that we did in the
last 2 examples?
Guided Practice (how students will demonstrate their grasp of new learning)
Write the equations below on the board and have students come up and solve them. Have
them explain their thinking after each step. Make sure they check their work!
1. Twice a number, decreased by 29 is 7.
Taking twice a number and decreasing that value by 29
2 29 = 7 - Should identify LHS and RHS
2 = 36
= 18

Check!
2(18) 29 = 7
7 = 7
2. The quotient of 39 and a number is 3
!"
!

= 3 - Should identify LHS and RHS

39 = 3
= 13

Independent Practice (what students will do to reinforce learning of the lesson)
We will have students work on Worksheet Number 1.
The entire sheet is to be completed for homework.
If you get stuck at home try your best, and write down on the worksheet where it is you are
having difficulty.
Walk around the room and make sure students stay on task / answer any questions that may
arise.
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Explain how full, partial, and no credit works based upon the criteria below:
The following must be included:
Identifying LHS and RHS
Setting up and solving the equation
Check
Full Credit: All 3 components are included (2 points)
Partial Credit: 2 components included (1 point)
No Credit: 1 component included, or worksheet incomplete (0 points)

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
We will ask the following questions
1. When reading a word problem, what does the word is usually mean?
2. What are the benefits of creating an equation?

References: (e.g. Book, course packet, pg #, complete web address URL)

https://www.mathsisfun.com/definitions/variable.html
http://www.mathworksheetsland.com/algebra/17createeqineq/lesson.pdf
http://www.mathgoodies.com/lessons/vol7/equations.html

SMA Jacobs

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