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# Lesson Planning Form for Accessible Instruction Calvin College Education Program

## Date Subject/ Topic/ Theme Inverse Operations Grade _______7________

I. Objectives
How does this lesson connect to the unit plan?
- Introduces concept of inverse operations
- Shows students how to solve one step algebraic equations with basic operations (addition, subtraction, multiplication, division)
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Compute the value of a variable when given an equation Ap
Select the correct operation to use in solving for a variable from an equation
An

## Explain the concept of inverse operations U

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.7.EE.A.1
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with
rational coefficients.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

## II. Before you start

Identify prerequisite - Knowledge of what it means to solve equations and possible strategies on how to do so
knowledge and skills. - Basic skills in addition, subtraction, multiplication, division

## Pre-assessment (for learning):

- Class discussion on how to solve algebraic problems
Formative (for learning):
Outline assessment - Teacher monitoring of progress on worksheet
activities Formative (as learning):
(applicable to this lesson) - Discussion on what patterns they found when solving the first problems on the worksheet
Summative (of learning):
- Exit ticket
What barriers might this Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
lesson present? Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson? Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language - Working on problems oriented feedback
- Going through on paper - Collaboration through
examples multiple - Discussing patterns out small group work
times loud with the group - Challenging students to
- Clarifying the meaning - Doing examples on the find patterns on their
of inverse operations board own

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Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
- Highlight the specific term goals, monitor progress, and strategies, self-assessment &
strategies after students modify strategies reflection
have tried problems on - Find their own
their own strategies when solving
equations
Materials-what materials - Solving One Step Equations Worksheet
(books, handouts, etc) do - Exit Ticket
you need for this lesson
use?

## - Students choose their own groups

- Tables of 3-4 students
be set up for this lesson?

## III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
10 - If you were given the equation x + 5 = 12, - Think about problem and solve for x
Motivation what is the solution for x?
(opening/
introduction/ - How did you solve for x? - Share thinking on how to solve the
engagement) equation for x

## - Explain (and show on board) how we can

think about it like finding what is missing
do we need to get to 12? (7!)

- Do a few more examples on the board, - Solve example problems and share

## - Remind them that 2x is the same as 2

times x, and x/2 is the same as x divided
by 2

25 Development
(the largest - Distribute Solving One Step Equations
component or worksheet
main body of
the lesson) - Instruct students to do first 4 problems of - Work on completing first section of
worksheet worksheet (can work quietly with people
around you)

progress

## - Ask students if they recognize any - Describe possible patterns in solving

patterns while they were solving. Have equations to other group members
them discuss with their table groups

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(opposite of what is being done to x: If the
equation is multiplying x and 5, we divide
to solve for x)

## - Each group shares a possible pattern that - Share patterns as a group

they found and an example of it

## - Go through each of the four problems

individually and demonstrate the inverse
operation on the board

## - Therefore, we do the opposite, or an

inverse operation (inverse means
opposite) to solve for the variable:
emphasize which things are opposites

- Complete the next section of the - Complete the next section of the
worksheet worksheet (working quietly in small
groups)

## - Walk around and monitor student progress

5 - Exit Ticket: Give students half sheets of - Solve for each variable and write (in
Closure
blank paper and write 3 problems on the words) the operation done to solve the
(conclusion,
board for them to solve. Emphasize that problem
culmination,
they need to write the answer and what
wrap-up)
they did in words.

## - Collect exit tickets as students leave - Turn in ticket

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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