TIPS 2.0 Lesson or Session Planning Template
Unit 6: Day 3: Solving Equations In A Variety of Ways / Grade75 min / Math Learning Goals
• Solve linear equations.
• Make connections between graphical and algebraic models. / Materials
· Algebra Tiles
· NLVM Website
· Interactive Whiteboard
· TI-Nspires
Tile Up The Problem àPairs
Have students arrange the pictorial algebra tile equations in the correct order and place them on BLM 6.3.2. Each is an equation of various steps in solving a linear equation. Once complete have students write each line into math equations. Once students complete this activity, take up the problem with the students. You can have a group solve the problem with the interactive white board.
/ Cut out the algebra tiles of 6.3.1. Make sure you copy enough for the number of pairs of students in your class
Minds On…
·
Assessment as learning
(reflection)
Carousel of Equations à Groups of 4
Explain to the students that the lesson today will be a carousel of equations where each station will have a new equation to solve using a different tool. The 4 stations are:
1. Algebra Tiles
2. Virtual Maniplatives
3. TI-Nspire CAS
4. Pencil and Paper
You can review algebra tiles and pencil and paper method using lessons 6.1 and 6.2. Information on the Nspire can be found on BLM 6.3.3. Information on virtual manipulatives can be found on 6.3.4. Setup 4 stations far apart from each other. The virtual manipulatives station would work best on an interactive white board. BLM 6.3.5 contains many sample equations for students to solve. Place each problem in a stack on each station.
Have students work in groups of 4. If you have a larger class, double up some of the stations and do not exceed a group greater than 4.
Curriculum Expectations/Observe/Mental Note: Observe student graphs to identify students’ understand of solving equations
Variety is Good àClass Discussion
Once students have completed all 4 stations, take up each problem using all of the four tools. Discuss the pros and cons of each tool / Hand out the Nspires to each student. You may not want to demonstrate solving with CAS. You can just give put BLM 6.3.3
Action!
Equations Of A Variety à Individual
Place a problem on the board and have students move to the station they feel most comfortable to solve. Take up the problem.
Ex. Solve 5x – 7 = 2x + 8
Differentiate Choice: Students are given choice to demonstrate their understanding of equations
Consolidate Debrief
Home Activity or Further Classroom Consolidation
Find a variety of solving linear equation worksheets
TIPS 2.0 Lesson or Session Planning Template
6.3.1: Tile Up The Problem
You will be working in pairs to arrange each word equation in the correct order. As you place each cut-out on BLM 6.3.2 state writing the math equation for each step. The equation you will be solving is:
Giulia purchased a custom T-shirt from T-riffic Prints with her favourite saying in the front. The company charges $10 per shirt and $2 for each letter written on it. If the shirt totalled $30 before taxes, how many letters are in her favourite saying?
6.3.1: Tile Up The Problem (Continued)
6.3.1: Tile Up The Problem (Continued)
6.3.2: Tile Up The Problem Teacher Notes
Cut out these steps and mix up the order. Have students place the tile equations in the correct order and glue the cut-outs in BLM 6.3.1. As they glue the cut-outs, write the mathematical equation for each step.
6.3.2: Tile Up The Problem Teacher Notes (Continued)
6.3.2: Tile Up The Problem Teacher Notes (Continued)
6.3.3: Nspiring Equations
Let us solve the problem from minds on:
Giulia purchased a custom T-shirt from T-riffic Prints with her favourite saying in the front. The company charges $10 per shirt and $2 for each letter written on it. If the shirt totalled $30 before taxes, how many letters are in her favourite saying?
Equation: 10 + 2n = 30
Turn on the calculator and press crtlàN start a new document. You will be prompted to save the current document. Select No if the document it not neededSelect 1:Add Calculator
6.3.3: Nspiring Equations (Continued)
10 + 2n = 30 and press ·
To remove 10 from both sides press – 10
press ·
6.3.3: Nspiring Equations (Continued)
press ·
The solution is 2. To check if this is correct press arrow up ` on the NAV pad until you select the original equation.
6.3.3: Nspiring Equations (Continued)
Press the given that key (|)and type n=10 to verify if this is the correct solution
press ·
If all is correct the calculator will read true
6.3.4: Solving With Virtual Manipulatives
Visit the website: http://nlvm.usu.edu/
Select 9 – 12 Algebra
Select Algebra Balance Scales - Negatives
6.3.4: Solving With Virtual Manipulatives (Continued)
Students then create the problem given on their balance scale.
Drag the required terms on the balance
Students the begin removing terms to simplify both sides of the equation by dragging terms to the garbage can or adding terms to the scale.
6.3.4: Solving With Virtual Manipulatives (Continued)
6.3.4: Solving With Virtual Manipulatives (Continued)
In this case x = 2
6.3.5: A Variety of Equations
You can use any of the following equations for each station except for the virtual manipulative station since equations are given.
3x – 7 = 9x + 5
3x = -2x – 15
7x – 6 = 5x – 10
2x – 5 = -x + 4
You walk at a rate of 2 km per hour and you start 3 km from home. How many hours does it take you to walk 11 km.
Giulia purchased a custom T-shirt from T-riffic Prints with her favourite saying in the front. The company charges $5 per shirt and $3 for each letter written on it. If the shirt totalled $100 before taxes, how many letters are in her favourite saying?
You bought an mp3 player with 3 songs pre-loaded. Each day you download 4 songs. How many days would it take for your mp3 player to have 103 songs?
You bought an mp3 player with 5 songs pre-loaded. Each day you download 3 songs. How many days would it take for your mp3 player to have 20 songs?