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

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.

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

Academic Language: (What terms will you and your students use?)

•! Process Vocabulary: !

o! Explain!

o! Determine!

o! Solve!

•! Content Vocabulary:

o! One-Step Equations

o! Two-Step Equations

o! Inverse Operations

o! Addition

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.

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

Student Questions

Guided Questions

Evaluation Criteria: Evaluation Criteria:

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.

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.

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

will include: “Why did you subtract instead of add here?”,

“How did you know what operation you needed to use?”

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.

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.

1.! Each group will receive whiteboard markers, and they will receive

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.

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

Impairment, Learning Disability, ADHD Instruction:

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

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.

edTPA, Stanford University (Board of Trustees, 2012)

Warm%Up( ( ( ( ( ( ( ( Name:(______________________________(

( ( ( ( ( ( ( ( ( Date:(_______________________________(

( ( ( ( ( ( ( ( ( Period:(__________(

(

Directions:+Solve(the(following(equations.((

!

1.! # + 22 = 28( 2.! 6# + 8 = 50(

"

(

(

(

(

(

(

(

3.! −7- = −91( 4.! −2 = 0 − 9(

(

(

(

(

(

(

(

(

(

(

(

(

Warm%Up( ( ( ( ( ( ( ( Name:(______________________________(

( ( ( ( ( ( ( ( ( Date:(_______________________________(

( ( ( ( ( ( ( ( ( Period:(__________(

(

Directions:+Solve(the(following(equations.((

!

1.! # + 22 = 28( 2.! 6# + 8 = 50(

"

(

(

(

(

(

(

(

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

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

Make Your Escape! Name ________________

One & Two Step Equations Digital Link: bit.ly/2E2ZSZC

Level 1 Level 2

Codes Answers

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

to make your escape!

Key: One & Two Step Equations

I

Level 1 Level 2

E

Codes Answers

B A D C B G

Q1 Q2 Q3 Q4

H C

3 4 1 2 D F A

Digit 1 Digit 2 Digit 3 Digit 4

Level 3

What was the caterpillar’s

favorite subject at school? Congratulations!

Enter the completion code

to make your escape!

M O T H E M A T I C S

5 2 2 9

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