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# TEACHER EDUCATION DEPARTMENT

## Subject/Content Area(s): Mathematics Grade Level(s): 7th

Essential Question for This Lesson: How do you know the order for solving equations, both one- and two-step equations?

## STAGE 1 – DESIRED RESULTS

New York State Standards and / or Common Core Standards: (Include standard number, performance indicator, and text)

CCSS.MATH.CONTENT.7.EE.B.3: Solve multi-step real-life and mathematical problems posed with positive and negative
rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations
to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answering using
mental computation and estimation strategies.

## CCSS.MATH.CONTENT.7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and

construct simple equations…to solve problems by reasoning about the quantities.

•! Process Vocabulary: !
o! Explain!
o! Determine!
o! Solve!
•! Content Vocabulary:
o! One-Step Equations
o! Two-Step Equations
o! Inverse Operations
o! Subtraction
o! Multiplication
o! Division

Learning Objectives/Outcomes:

Students will solve multiple one- and two-step equations using inverse operations.
Students will determine the correct solution for logic puzzles.
Students will explain their reasoning to their peers using content vocabulary.

## STAGE 2 – ASSESSMENT: MEASURING LEARNER OUTCOMES MIN.

Formative (Informal) Assessments: Summative (Formal) Assessments:

## Student Discussion/Engagement Not Applicable

Student Questions
Guided Questions
Evaluation Criteria: Evaluation Criteria:

## Student Discussion/Engagement: Students will Not Applicable

collaborate with their peers to solve multiple logic puzzles
by solving one- and two-step equations. As students are
working together, I will walk around the room and
answer questions that they have, and I will also take note
if students are not understanding the content. This will
allow me to adjust for the following lesson.

## Student Questions: Depending on the questions

students pose, will determine how well they understand
the material going into the activity, and the questions
they ask throughout the activity will determine how well
they understand the material following the activity.
Depending on the level of understanding among the
students will determine what the following lesson will be.

## Guided Questions: While students are working, I will

walk around the room and ask specific questions.
Depending on the student’s answers, I will be able to
determine if they understand the goal of the activity and
if they are ready to move on to new material. Questions
“How did you know what operation you needed to use?”

## STAGE 3 – LEARNING PLAN AND LEARNING TASKS INSTRUCTIONAL MIN.

STRATEGIES:
Introduction/Focus Activity: Activating Prior Knowledge: By 5 Minutes
having the students begin working
Warm-Up: The warm-up activity is a review of what they have learned in on questions from the previous
the past few days. Two problems are two-step problems, and two are one- lessons they are becoming engaged
step problems. While the students are working on the warm-up I will walk with the material at the beginning
around the room and check in to see how everyone is doing. Hopefully of class, and they are becoming
they will be able to solve these problems without much difficulty since it more focused. By activating their
will be our third day working with two-step equations. Once everyone has prior knowledge, the students will
finished, we will go over the problem, and I will have the students walk me be able to connect the activity to
through the problem. This will get them in the mind frame for the day. what they have already learned.

## Delivery of Content: Clear Directions: By providing the 5 Minutes

class with directions all students
Directions: I will explain to the students that they will be working with their will be able to understand their
classmates to solve multiple equations, and work through levels of logic goal for the day and they will be
problems. I will start by asking students if they have ever participated in an able to participate without being
escape room. Hopefully this will grab their attention and they will be confused on what I expect of them.
interested in the activity.
one envelope. When I say go, they will open the envelope and
attempt to solve the logic puzzle, as well as the one-step equations.
Once a group thinks they have the answer for that level they will
raise their hand and I will come over and check their code. If they
are correct, I will give them the next envelope and the first combo
piece. They will need to keep that handy, for the rest of the period.!
2.! Once the groups begin working on the second puzzle they will have
many more problems to solve, and they will have to work together
to solve the logic puzzle. Once a group thinks they have the correct
answer they will raise their hand and I will check their work. If they
are correct they will receive the next combo number as well as the
third and final level. !
3.! Again, the students will work through problems and solve the logic
puzzle. Once they have answers they will raise their hand and I will
come check and if they are correct, I will give them the finial combo
number! They will then race to the front and open the combo box! !
While the students are working through their puzzles I will give very few
hints, because they need the challenge, and I think the logic puzzles will
challenge them.

## Guided Practice/Independent Practice: Group Activity: Students will be 25

working together, and writing on Minutes
Escape Room Activity: Students will begin working on the activity their desks and moving around and
together. They will need to work as a group if they expect to solve the they will collaborate to solve the
problems and be the first to get through all the levels. If students have logic puzzles. Allowing the students
questions relating to the math problems, I will give them guidance, but I to work with their peers will allow
will not help them with the logic puzzles, because I want to challenge them. them to use their content
vocabulary and they will be able to
work through the problems
together. This activity will make the
material more interesting, and they
will be engaged with the material.
Closure: Wrap-Up: By ending the day with 5 Minutes
a final activity it allows the students
Closure Statement: “Today we practiced solving one- and two-step a chance to reflect on the activity
equations, and we worked through some logic puzzles. After today, hopefully and provide feedback, so that I will
we feel confident with solving equations, and we understand how to use be able to make changes in the
inverse operations!” future.

Exit Ticket: Please provide feedback on today’s activity. What did you enjoy,
what did you not enjoy? How can I improve this activity for the future?

Materials/Resources/Technology:

Escape Room tasks, lock box, smartboard, speaker system, and warm-up.

TARGETED SUPPORTS
Universal Design for Learning: Accommodation/Designated Support: Modification:
Exceptionality:
Target Students: Other Health Exceptionality: Cognitive Disability
Instruction: Students receive a copy of notes, Materials:
Instruction: Students receive a copy of and they have guided notes. The notes are in Assessments: how has it changed?
notes, and they have guided notes. The the form of a graphic organizer which helps
notes are in the form of a graphic organizer them stay organized and focused. Teacher
which helps them stay organized and helps also wears a microphone so that students are
them stay focused. able to hear clearly, and they do not miss any
information. The sound system helps
Materials: Guided Notes students stay on task, and focused.

## Assessments: N/A Materials: Guided Notes, Sound system

Assessments: N/A

REFLECTION

On multiple pages, analyze and evaluate student outcomes (including any assessment data). Reflect on the lesson’s strengths and
weaknesses and how you will modify or continue with subsequent instruction based on what you learned from this lesson.

## Sources: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

edTPA, Stanford University (Board of Trustees, 2012)
Warm%Up( ( ( ( ( ( ( ( Name:(______________________________(
( ( ( ( ( ( ( ( ( Date:(_______________________________(
( ( ( ( ( ( ( ( ( Period:(__________(
(
Directions:+Solve(the(following(equations.((
!
1.! # + 22 = 28( 2.! 6# + 8 = 50(
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3.! −7- = −91( 4.! −2 = 0 − 9(
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Warm%Up( ( ( ( ( ( ( ( Name:(______________________________(
( ( ( ( ( ( ( ( ( Date:(_______________________________(
( ( ( ( ( ( ( ( ( Period:(__________(
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Directions:+Solve(the(following(equations.((
!
1.! # + 22 = 28( 2.! 6# + 8 = 50(
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3.! −7- = −91( 4.! −2 = 0 − 9(
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Level 1 Q1
x = -12
B
x = -42 A x – 15 = -27 C x = 42
D
x = 12
Level 1 Q2
x = -112
B
x = -13 A -104 = 8x C x = -96
D
x = 832
Level 1 Q3
x = 90
B
x
x = -13 A -5 = 18 C x = -23
D
x = -90
Level 1 Q4
x = -221
B
x = -12 A -17x = -204 C x = 12
D
x = -107
Level 1
A B C D
1 23 4
6 =1 x + 2

Level 2
x = 16
4
E

I
5
1x + 4 = 0

1. apart.
B

x = -16

## 3. Build a triangle so that each edge has the same

G

x + 4 = -12
Correct
1+2=
A

C
Incorrect 3
x = -20
H
Level 3
Solve each problem and write the matching letter
on the blank above the answer.
-1 x + 8 = 5
H A -32x + 28 = 92 I -15 + x = -9
4
-3 x – 37 = 2
O -9x + 1 = -80 E S 14x = -56
2
C 8 – 1 x = 16 T 6 + x = -14 M -17 = x – 12
3
x = -5 x=9 x = -20 x = 12 x = -26 x = -5 x = -2 x = -20 x=6 x = -24 x = -4
One & Two Step Equations Digital Link: bit.ly/2E2ZSZC
Level 1 Level 2

## Write the correct

letter in each
Q1 Q2 Q3 Q4 triangle
Digit 1 Digit 2 Digit 3 Digit 4
Level 3
What was the caterpillar’s
favorite subject at school? Congratulations!
Enter the completion code
Key: One & Two Step Equations
I
Level 1 Level 2
E