Martinez

26
LESSON PLANS

Expressions and Equations

Unit 2

Estimated Unit Duration

25

Unit Rationale

This unit is taught as the second unit because it has concepts that students will continue to see throughout their math careers. The previous unit
dealt with order of operations and rational numbers which students are now seeing in this unit combined with variables. The problem solving
skills developed in this unit not only help the students in math but in other content areas as well. This is a unit that will be spiraled in throughout
the rest of the year so it is important to build a strong foundation.

Unit Goal

By the end of this unit, students will understand:

1. That they can represent anything that is equivalent in mathematics (number, shape, measurement, expression, or equation) in an infinite
number of ways.
a. This can be shown through rewriting an expression in multiple different forms.
b. An equals sign is what separates two equivalent numbers, shapes, measurements, expression, or equations.
c. Finding these equivalencies are found through inverse operations and this leads to finding the solution(s).
2. That they can use mathematical models to express a situation that is described in words and that these expressions/equations can be used to
find or even defend a solution.
a. This can be shown through putting written numbers into their number form, translating operation queues into operation symbols, and
turning written words/objects into variables.
b. Solution(s) to a linear equation can be found in a variety of ways.
i. Ordered pairs
ii. A graph
iii. The equation itself
3. That the properties they have learned thus far about arithmetic and algebra along with the concept of equivalence can be used to solve
problems.

Unit Prior Knowledge

Unit Assessment

Lesson Name

Estimated #
of days

Lesson Objective
Lesson Assessment

Objective:
Expressions
Vocabulary
Introduction

Evaluating
Expressions

Like Terms

Distributive
Property

Distributive
Property and
Combining Like
Terms

EXPRESSIONS
QUIZ

~Evaluating Expressions Worksheet (homework)

~Mess Hall Menu Problem (homework)
Assessment:
~Student Participation (individual whiteboard practice)
~Complete Variable Scramble (classwork/homework)
~Use properties of addition and subtraction to combine like terms
Objective: ~Use the associative and commutative properties of real numbers
~Double Cross Puzzle (homework)
Assessment: ~Simplifying Expressions Puzzle (homework)
~Student Participation (students come to board to show combining like terms)
~Use the distributive property of real numbers to simplify expressions
Objective: ~Use the associative and commutative properties of real numbers
~Distribution Worksheet (homework)
Assessment: ~More Distributive Property Worksheet (homework)
~Class Discussion (Why use distributive property?)
~Use properties of addition and subtraction to combine like terms
~Use the distributive property of real numbers to simplify expressions
Objective:
~Use the associative and commutative properties of real numbers

Objective:
Assessment:

Objective:
1

MATH'S MATE
TERM 1 QUIZ

~Define key vocabulary: coefficient, constant, term, evaluate, like term, variable,
algebraic expression, verbal expression
~Translating words into expressions and vice versa

~Class Discussion (students try to define the words on their own before being given
the formal definition)
Assessment:
~Expressions Pre-Assessment (homework)
~Variable Scramble Assignment (all but last column) (homework)
~Use substitution to evaluate an expression
Objective: ~Use the associative and commutative properties of real numbers

Assessment:

Equations
Vocabulary
Introduction

Students will need to have experience with order of operations and know how to do any operation on a rational number.
The final assessment of the unit will be the assessment that Jefferson County requires all students to take at the end of Unit 2.

~Student Participation (simplifying expressions relay)

~Pre-Assessment Corrections (homework)
~This quiz addresses all of the objectives shown prior to this.
~Expressions Quiz (paralleled to the Expressions Pre-Assessment)

Benchmarks or Standards

CCSS: 7.EE
CCSS: 7.EE.2

CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.3

CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.3

CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.3

CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.3

CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.2
CCSS: 7.EE.3

~Define key vocabulary: coefficient, constant, term, evaluate, like term, variable,
expression, equation, infinite, inverse operation
~Translating words into equations and vice versa

~Class Discussion (students try to define the words on their own before being given
the formal definition)
Assessment:
~Equations Pre-Assessment (homework)
~Variable Scramble Assignment (homework)
Objective: ~Overall number sense review
~Math's Mate Term 1 Quiz (assesses students prior knowledge and some of the new
Assessment:
concepts they should be grasping)

CCSS: 7.EE.3
CCSS: 7.EE.4

GENERAL MATH

Martinez 27
LESSON PLANS

Objective:
One-Step
Equations

Assessment:

Objective:
Two-Step
Equations

Assessment:

Objective:
Multi-Step
Equations

Assessment:

Objective:
Equations With
Variables On Both
Sides

Assessment:

Objective:
EQUATIONS QUIZ

~Identify and apply addition, subtraction, multiplication, and division properties of

equality
~Use inverse operations to solve one-step equations
~Correctly follow procedures for solving linear equations in a variety of different
ways
~Reflect on an answer to make sure it is reasonable for the situation
~Student Participation (guess and check activity)
~Section 2.4 p. 74-75 (#10-44 evens) (homework)
~2.5 Practice A (homework)
~Class Discussion (inverse operations)
~Identify and apply addition, subtraction, multiplication, and division properties of
equality
~Use inverse operations to solve two-step equations
~Correctly follow procedures for solving linear equations in a variety of different
ways
~Reflect on an answer to make sure it is reasonable for the situation
~Class Discussion (reverse order of operations)
~Section 2.6 p. 86 (#2-19) (homework)
~2.6 Practice A (#1-15) (homework)
~Use properties of addition and subtraction to combine like terms
~Use the distributive property of real numbers to simplify expressions
~Identify and apply addition, subtraction, multiplication, and division properties of
equality
~Use inverse operations to solve multi-step equation
~Correctly follow procedures for solving linear equations in a variety of different
ways
~Reflect on an answer to make sure it is reasonable for the situation
~Student Participation (interactive notes)
~What's Wrong Here? (homework)
~Class Discussion (explaining answers to "What's Wrong Here?")
~2.6 Practice B (homework)
~Use properties of addition and subtraction to combine like terms
~Use the distributive property of real numbers to simplify expressions
~Identify and apply addition, subtraction, multiplication, and division properties of
equality
~Use inverse operations to solve multi-step equations
~Correctly follow procedures for solving linear equations in a variety of different
ways
~Reflect on an answer to make sure it is reasonable for the situation
~Find when an equation has one, infinite, or no solution and justify why.
~Class Discussion (what is missing from our interactive notes?)
~Student Participation (solving equations relay)
~Solving Equations: Variables on Both Sides (WS)
~Writing and Solving Equations (WS)
~Review Activity
~This quiz addresses all of the objectives shown prior to this.
~Equations Quiz (paralleled to the Equations Pre-Assessment)

1
Assessment:

~This assessment addresses all of the objectives shown prior to this.

Objective:
UNIT 2 DISTRICT
ASSESSMENT

~Unit 2 District Assessment

Assessment:

CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4b
CCSS: 8.EE.7

CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4b
CCSS: 8.EE.7

CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4b
CCSS: 8.EE.7

CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4b
CCSS: 8.EE.7
CCSS: 8.EE.7a

CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4B
CCSS: 8.EE.7
CCSS: 8.EE.7a
CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.2
CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4b
CCSS: 8.EE.7
CCSS: 8.EE.7a

Marintez 28
LESSON PLANS

Expressions Vocabulary Introduction

Objective:
2
day(s)
Assessment:

Time (minutes)

~Define key vocabulary: coefficient, constant, term, evaluate, like

term, variable, algebraic expression, verbal expression
~Translating words into expressions and vice versa
Standards:
CCSS: 7.EE
CCSS: 7.EE.2

~Class Discussion (students try to define the words on their own

before being given the formal definition)
~Expressions Pre-Assessment (homework)
~Variable Scramble Assignment (all but last column) (homework)
Student Learning Task or Activity

Teaching Method

October 14, 2014

6
6

20

6
10
-

Warm-Up:
~Math's Mate Term 1 Sheet 6
Class Discussion:
~What are other key words that mean to add, subtract, multiply,
and divide?
Notes (SmartBoard):
~Fill in table with vocabulary words discussed
~Discuss and then define vocabulary associated with expressions
(variable, verbal expression, numerical expression, algebraic
expression)
Class Discussion:
~What is the difference between numerical and algebraic
expressions?
Activity (SmartBoard):
~Sorting different expression into the correct category
HOMEWORK: Expressions Pre-Assessment

Independent Practice
Inquiry Based Learning

Direct Instruction
Inquiry Based Learning

Inquiry Based Learning

Cooperative Learning
Independent Practice

October 15, 2014

6
3
8
16
-

Warm-Up:
~Start Math's Mate Term 1 Sheet 6
~Turn in Expressions Pre-Assessment
Review:
~Key concepts from last class
Practice:
~3 translating words to expressions
~3 translating expressions to words
Practice:
~Start Variable Scramble (all but last column)
HOMEWORK: Finish Variable Scramble (all but last column)

Independent Practice

Repeated Practice
Cooperative Practice

Cooperative Practice
Independent Practice

Reflection
This lesson was mainly intended to serve as an introduction to expressions and to assess what students already knew about concepts
related to expressions. The biggest thing I wanted to focus on in this lesson was the idea of variables and what we use them for. About a
quarter of the students had seen variables somewhere before, and of those students, about half of them were able to put into words what
a variable is and what the purpose of using variables is. We started out the lesson with a review of what words we can associate with or
use in place of add, subtract, multiply, divide, and equals. Shortly after that the students had a chance to use these words in a few
exercises where they changed verbal expressions into numerical or algebraic expressions and vice versa. The students were pretty
engaged throughout the lesson because even though they were getting a lot of vocabulary and taking notes, there were activities on the
SmartBoard where they got to come up and interact with it. The two assignments I gave were a pre-assessment for the expressions part
of the unit and an activity where they got to define a bunch of variables based on a set of instructions and then they got to use those
variables to create expressions. The students seemed to really enjoy the fact that an assignment was unique to them. Overall, the lesson
went well based on the student engagement and after looking at their assignments they seemed to be grasping the basic concepts on
expressions.

Martinez 29

LESSON PLANS

Evaluate Expressions
Objective:
2
day(s)

~Use substitution to evaluate an expression

~Use the associative and commutative properties of real numbers
Standards:
CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.3

~Evaluating Expressions Worksheet (homework)

~Mess Hall Menu Problem (homework)
Assessment:
~Student Participation (individual whiteboard practice)
~Complete Variable Scramble (classwork/homework)

Time (minutes)

Student Learning Task or Activity

Teaching Method

October 16, 2014

15

15

18
-

Warm-Up:
~Math's Mate Term 1 Sheet 6
~2 evaluating expressions problems
~Go over Variable Scramble (all but last column)
Notes (SmartBoard):
~(Discuss) What does it mean to evaluate?
~Define evaluate
~2 examples of evaluating
Practice:
~Finish last column of Variable Scramble (evaluating the
expressions)
~Turn in Variable Scramble
HOMEWORK: Evaluating Expressions Worksheet

Individual Practice
Cooperative Learning

Cooperative Learning
Direct Instruction
Guided Practice
Cooperative Practice

Individual Practice

October 17, 2014

24

24
-

Warm-Up:
~Math's Mate Term 1 Sheet 6
~Grade and turn in Math's Mate Term 1 Sheet 6
~Evaluating Expressions Worksheet Problem Box
~Turn in Evaluating Expressions Worksheet
Practice:
~On small whiteboards, 8 evaluating expressions problems
~Mess Hall Menu Breakfast Problem
HOMEWORK: Mess Hall Menu Lunch Problem

Individual Practice
Cooperative Learning

Individual Practice
Cooperative Learning
Individual Practice

Reflection
The overall goal of this lesson was to help students continue to understand the concept of variables and see how we can use them. As a
class, we discussed what it means to evaluate and why that might be different from solving. The students then had to opportunity to go
back to the Variable Scramble and to make it even more unique and personal, they were able to evaluate the expressions with the
variable values that they came up with during the previous class and for homework. I felt that students were able to make the connection
when we went back to something they had previously mastered and then added on to it. The students were really engaged with the Mess
Hall Menu problem that we did in class, again I believe this was because it was something they could relate to and it helped them to see
where all of these foreign concepts fit into real world situations. This lesson felt much more natural to me because it was not very much
direct instruction and had a lot of practice so that I could see where students were with their understanding.

Martinez 30

LESSON PLANS

Like Terms
3 day(s) Objective:

~Use properties of addition and subtraction to combine like terms

~Use the associative and commutative properties of real numbers
Standards:
CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.3

~Double Cross Puzzle (homework)

~Simplifying Expressions Puzzle (homework)
Assessment:
~Student Participation (students come to board to show
combining like terms)
Time (minutes)

Student Learning Task or Activity

Teaching Method

October 20, 2014

8

24

16
-

Warm-Up:
~Math's Mate Term 1 Sheet 7
~Turn in Mess Hall Menu Lunch Problem
Notes (SmartBoard):
~(Discuss) What is a term?
~Define term
~(Discuss)What does it mean when you hear "like term?"
~Example and non-examples of like terms
~(Discuss) What is the number in front of a variable called?
~Define coefficient
~(Discuss) What about the numbers that are not attached to a
variable?
~Define constant
Activity (SmartBoard):
~Sorting terms by putting them into the correct "bucket"
HOMEWORK: NONE

Individual Practice

Inquiry Based Learning

Direct Instruction

Cooperative Learning
-

October 21, 2014

6

12

25
-

Warm-Up:
Individual Practice
~Math's Mate Term 1 Sheet 7
Class Discussion:
Cooperative Learning
~How can we use what is in the "buckets" to make a new
expressions?
~What can we call this? (Combining like terms)
Notes (SmartBoard):
Direct Instruction
~Define simplify
Individual Practice
~4 simplifying expressions examples
Practice:
Individual Practice
~On small whiteboards, 12 simplifying expressions problems (must Cooperative Learning
show work, sorting terms into appropriate baskets)
HOMEWORK: Simplifying Expressions Puzzle
Individual Practice

October 22, 2014

15

28
-

Warm-Up:
~Math's Mate Term 1 Sheet 7
~Simplifying Expressions Puzzle Problem Box
~Turn in Simplifying Expressions Puzzle
Review:
~Group practice of simplifying an expression
Practice:
~In spirals, 15 simplifying expressions problems (must show work,
sorting terms into appropriate baskets)
~Start on Double Cross Puzzle
HOMEWORK: Finish Double Cross Puzzle

Individual Practice
Cooperative Learning

Cooperative Learning
Individual Practice

Individual Practice

LESSON PLANS

Martinez 31

Reflection
During the course of this lesson, my goal was for students to be able to identify each term in an expression and then determine if the
terms were like terms or not. I had to break this up into several pieces. I first made sure that students knew what a term was and how to
find each of the terms for a given expression. We then went into a discussion about what makes two terms alike and what makes two
terms different. This took a lot of examples as well as non-examples because the idea was fairly abstract to quite a few students. In the
process of looking at different like terms, the students began to notice that it did not matter what number was in front of the variable,
which led perfectly into defining coefficients. I was not expecting students to point out the pattern on their own but they did and I was
pleasantly surprised. After we defined coefficients, I asked the students what we might call the numbers that did not have a variable
attached. After taking a quick vote, most of the students thought it would just be called a number. This led to the discussion that the
coefficients were also just numbers so we needed another word to tell us that there was no variable attached. At this point I put the
definition of a constant on the board and asked if they felt like that would work. After getting the key terminology out of the way, we
started talking about different ways of organizing our expressions. On the first day we just sorted any like terms into respective
"buckets." After I felt that the students had mastered sorting the terms, I asked what we might be able to do with the coefficients that
were in each bucket. As a class we decided that we could add them all up and then put the variable back on the coefficient. We decided
that a good name for this would be combining like terms. The remainder of the lesson was practice, practice, practice. I could see that
students were getting it when I could hear them correcting each other saying "those aren't like terms, they need to go into different
buckets!"

Martinez 32

LESSON PLANS

Distributive Property
2
Objective:
day(s)

~Use the distributive property of real numbers to simplify

expressions
~Use the associative and commutative properties of real numbers
Standards:
CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.3

~Distribution Worksheet (homework)

Assessment: ~More Distributive Property Worksheet (homework)
~Class Discussion (Why use distributive property?)
Time (minutes)

Student Learning Task or Activity

Teaching Method

October 23, 2014

15

22

11
-

Warm-Up:
~Math's Mate Term 1 Sheet 7
~Double Cross Puzzle Problem Box
~Turn in Double Cross Puzzle
Notes (SmartBoard):
~Two different ways of simplifying an expression that get the same
answer
~Why would we use distributive property? (discuss)
~Define factored form and distributed form
~Step by step distribution problem using combo meal
Practice:
~In spirals, 2 examples as a class (showing work, including arrows)
~Start on Distribute Worksheet
HOMEWORK: Distribute Worksheet

Individual Practice
Cooperative Learning

Direct Instruction
Inquiry Based Learning
Cooperative Learning

Cooperative Learning
Individual Practice
Individual Practice

October 24, 2014

24

24
-

Warm-Up:
~Math's Mate Term 1 Sheet 7
~Grade and turn in Math's Mate Term 1 Sheet 7
~Distribute Worksheet Problem Box
~Turn in Distribute Worksheet
Activity:
~In partners, match factored forms with the appropriate
distributed form (20 problems total)
~If finished, start on More Distributive Property Worksheet
HOMEWORK: More Distributive Property Worksheet

Individual Practice
Cooperative Learning

Cooperative Practice

Individual Practice

Reflection
By the end of this lesson, my hope was that students would have all of the tools they would need to simplify an expression. The focus of
the lesson was distributive property and looking at when it would be helpful to use. We first looked at using distributive property with
numerical expressions. I had the students evaluate it on their own first and then had someone come up and do it on the board, after that
I asked if they could think of another way we could evaluate it but still get the same answer. Several students saw another way so I had
them come up and prove that their way worked as well. While the second way (using distributive property) took longer with numerical
expressions, we talked about where it might be useful to use distributive property. As a class we came up with the idea that when there
is a variable involved, you cannot evaluate it all the way so distributing can be used to simplify. During the second day of the lesson we
went over a few more problems and then I had the students get into partners and match factored forms to distributed forms. Some of
the students seemed a little confused at the end of the first part of the lesson so on the second day I chose to spend a lot of time letting
them work with partners to try and figure it out by helping each other. That seemed to work well because I was able to target students
who were really not grasping the concepts while the students who were getting it were able to also help their partners. I made sure to
emphasize how important this was because the next day was going to be putting both distributive property and combining like terms
together. I think that letting students know the importance of distributive property encouraged them to ask more questions to make
sure that they really understood it.

Martinez 33

LESSON PLANS

Distributive Property and Combining Like Terms

1 day(s) Objective:

~Use properties of addition and subtraction to combine like terms

~Use the distributive property of real numbers to simplify
expressions
~Use the associative and commutative properties of real numbers
Standards:
CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.3

~Student Participation (simplifying expressions relay)

Assessment: ~Pre-Assessment Corrections (homework)

Time (minutes)

Student Learning Task or Activity

Teaching Method

October 27, 2014

15

33

Warm-Up:
~Math's Mate Term 1 Sheet 8
~More Distributive Property Worksheet Problem Box
~Turn in More Distributive Property Worksheet
Activity:
~On small whiteboards, 6 distribute and combine like terms
problems, relay game (must show work, sorting terms into
appropriate baskets)
~As many problems with expressions as time permits to review for
quiz
HOMEWORK: Expressions Pre-Assessment Corrections

Individual Practice
Cooperative Learning

Individual Practice
Cooperative Practice

Individual Practice

Reflection
This lesson had a lot of student engagement because of the fact that they were able to compete against their classmates. Students were
put into teams and then given a problem that required them to use distributive property and then combine like terms to get a simplified
expression. The first teammate did the first step and then passed the whiteboard to the next teammate. That teammate then either did
the next step or corrected any previous errors. This process continued until the team felt like they had a correct answer. Points were
then awarded to teams, 2 for a correct answer, 1 for an answer with a minor error, 0 for an incorrect answer. At the end of class the
points were totaled up and the top two teams were given candy. This was a fun lesson because I got to watch students help make
corrections and find errors, they would then explain to the person who made the error what they did wrong. Originally I told the
students no talking but once I head them helping to teach each other I let it go, as long as they were not helping on a new step. This
lesson was good for getting students engaged and helping them to see example problems that they might see on the quiz during the next
class.

Martinez 34

LESSON PLANS

EXPRESSIONS QUIZ
1 day(s) Objective:

~This quiz addresses all of the objectives shown prior to this.

~Expressions Quiz (paralleled to the Expressions Pre-Assessment)

Standards:
CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.2
CCSS: 7.EE.3

Assessment:

Time (minutes)

Student Learning Task or Activity

Teaching Method

October 28, 2014

48
-

Assessment:
~Expressions Quiz
~Turn in Expressions Pre-Assessment with quiz
HOMEWORK: NONE

Individual Testing

Reflection
This lesson was designed to assess where students were with the content we had covered on expressions. They were given a pre-
assessment over expressions at the beginning of the unit and then the night before the quiz were given back their graded pre-
assessments and were asked to make corrections based on what they had learned. I collected the corrections with their quiz (which
were the same problems but with different numbers) so that I could compare their initial assessment, their corrections, and their quiz to
look for patterns and improvement. I gave them the quiz as soon as they got into class so that they would have as much time as possible
to get the quiz done.

Martinez 35

LESSON PLANS

Equations Vocabulary Introduction

1 day(s) Objective:

Assessment:

Time (minutes)

~Define key vocabulary: coefficient, constant, term, evaluate, like

term, variable, expression, equation, infinite, inverse operation
~Translating words into equations and vice versa
Standards:
CCSS: 7.EE.3
CCSS: 7.EE.4

~Class Discussion (students try to define the words on their own

before being given the formal definition)
~Equations Pre-Assessment (homework)
~Variable Scramble Assignment (homework)
Student Learning Task or Activity

Teaching Method

October 29, 2014

15

33

Warm-Up:
~Math's Mate Term 1 Sheet 8
~Rational Numbers Review
Notes (SmartBoard and Handout):
~Venn Diagram Handout to compare and contrast expressions and
equations
~Write down directions to wrap a present
~Write down directions to unwrap a present
~(Discuss) How we can relate this to math -> Inverse Operations
~Define solve
~(Discuss) How can we solve equations using inverse operations
HOMEWORK: Equations Pre-Assessment

Individual Practice

Direct Instruction
Cooperative Learning

Individual Practice

Reflection
The purpose of this lesson was to bring some closure to expressions by exploring how they connect with equations. The first part of the
lesson consisted of comparing and contrasting expressions and equations. Through this we were able to come up with a formal definition
of equations. After comparing and contrasting we went through a metaphor where the students wrote down how to wrap a present with
given items and then unwrapping that same present. The discussion after we finished this was very insightful because after one student
made the connection to that and inverse operations, the rest started to catch on and the conversation followed right on track with what
we were going to be doing to start solving equations. Overall, I was very impressed with the amount of engagement that the students
showed throughout this lesson, I think it had to do with the amount of work we put into expressions and they were able to make
connections between the two concepts.

Martinez 36

LESSON PLANS

MATH'S MATE TERM 1 QUIZ

Objective:
~Overall number sense review
1
~Math's Mate Term 1 Quiz (assesses students prior knowledge
day(s) Assessment:
and some of the new concepts they should be grasping)
Time (minutes)

Student Learning Task or Activity

Standards:
GENERAL MATH

Teaching Method

October 30, 2014

48
-

Assessment:
~Math's Mate Term 1 Quiz
~Turn in Math's Mate Term 1 Sheet 8
HOMEWORK: NONE

Individual Testing

Reflection
Throughout the trimester, students have been completeing Math's Mates which cover all general math concepts that they should have
learned up to this point, and sometimes they have basic problems that preview what is to come. This lesson was just a quiz over the
Math's Mates they have done thus far, the students were allowed to use their old graded Math's Mates on the quiz to help them solve the
problems on the quiz. Similarly to when I gave the Expressions Quiz, I gave students the entire class period to complete the quz.

Martinez 37

LESSON PLANS

One-Step Equations
~Identify and apply addition, subtraction, multiplication, and
division properties of equality
~Use inverse operations to solve one-step equations
2
Objective:
~Correctly follow procedures for solving linear equations in a
day(s)
variety of different ways
~Reflect on an answer to make sure it is reasonable for the
situation
~Student Participation (guess and check activity)
~Section 2.4 p. 74-75 (#10-44 evens) (homework)
Assessment: ~2.5 Practice A (homework)
~Class Discussion (inverse operations)

Time (minutes)

Student Learning Task or Activity

Standards:
CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4b
CCSS: 8.EE.7
Teaching Method

October 31, 2014

6

35

7
-

Warm-Up:
~Identify the operations in the expression, then state the inverse
for each of the operations
~Turn in Equations Pre-Assessment
Notes (SmartBoard):
~(Discuss) What are each of the operations and their inverses?
~Step by step through 4 examples (1 with each operation)
~Individually, complete 8 examples (2 with each operation)
~Go over examples, students show work up on SmartBoard
Practice:
~Start on Section 2.4 p. 74-75 (#10-44 evens)
HOMEWORK: Finish Section 2.4 p. 74-75 (#10-44 evens)

Individual Practice

Cooperative Learning
Guided Practice
Individual Practice

Individual Practice
Individual Practice

November 3, 2014
20

23

Warm-Up:
~Math's Mate Term 2 Sheet 1
~Section 2.4 p. 74-75 (#10-44 evens) Problem Box
Practice/Activity:
~Individually, go around to 8 different problems around the room
and solve for the variable
~With a partner compare answers and come to an agreement
~With a new partner compare answers and again come to an
agreement
~Go over answers as a class
~Start 2.5 Practice A
HOMEWORK: Finish 2.5 Practice A

Individual Practice
Cooperative Learning
Individual Practice
Cooperative Practice

Individual Practice

Reflection
The beginning of this lesson was a little dry because it was a lot of just going through examples. One-step equations that is easiest to
teach through examples rather than a bunch of notes. I knew how important it was for them to get this down so I decided to start it out
with just a bunch of repetition through examples as a class, individual work, and then going over that work step-by-step as a class. There
was not a lot of engagement at the beginning but as the students practiced them even more, they seemed to be catching on so they were
more engaged and offering up answers. The second day, the students had a lot of fun because they were able to get up and move around.
Once they did the problems they were able to get with a partner and compare answers. It was really neat to watch them point out each
other's mistakes and explain to each other what the error was. That is when I knew it was safe to move on to two-step equations. This
lesson was fundamental to making sure students were ready to start working with equations. There were a few students who were still
struggling at the end of this lesson so I pulled them in during an advisement period and worked through as many problems as we
needed to for them to start seeing what was happening. The students were all really excited about this lesson because they were finally
able to use an equals sign again (they weren't allowed to during the expressions portion of the unit).

Martinez 38

LESSON PLANS

Two-Step Equations
~Identify and apply addition, subtraction, multiplication, and
division properties of equality
~Use inverse operations to solve two-step equations
2
Objective:
~Correctly follow procedures for solving linear equations in a
day(s)
variety of different ways
~Reflect on an answer to make sure it is reasonable for the
situation
~Class Discussion (reverse order of operations)
~Section 2.6 p. 86 (#2-19) (homework)
Assessment: ~2.6 Practice A (#1-15) (homework)

Time (minutes)

Student Learning Task or Activity

Standards:
CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4b
CCSS: 8.EE.7
Teaching Method

November 4, 2014
10

10

10
18
-

Warm-Up:
Individual Practice
~Math's Mate Term 2 Sheet 1
Cooperative Learning
~2.5 Practice A Problem Box
~Turn in 2.5 Practice A
Class Discussion:
Cooperative Learning
~Thinking back to the wrapping and unwrapping a present activity,
how can we relate this to how we might use order of operations
when we solve an equation?
~What is the order of operations?
~What is the "inverse" order of operations?
Notes:
Guided Practice
~As a class, step by step through 4 examples of two-step equations
Practice:
Cooperative Practice
~With a partner, take turns solving and checking 8 practice
problems
HOMEWORK: Section 2.6 p. 86 (#2-19)
Individual Practice

November 5, 2014
15

10
23
-

Warm-Up:
~Math's Mate Term 2 Sheet 1
~Section 2.6 p. 86 (#2-19) Problem Box
~Turn in section 2.6 p. 86 (#2-19)
Notes:
~In spirals, 2 more examples of two-equations
~Go over answers to examples
Practice:
~On small whiteboards, 12 examples (must show each step)
HOMEWORK: 2.6 Practice A (#1-15)

Individual Practice
Cooperative Learning

Individual Practice
Cooperative Learning
Individual Practice
Individual Practice

LESSON PLANS

Martinez 39

Reflection
We started out this lesson by reflecting back on when we talked about wrapping and unwrapping a present. I asked the students what
upwrapping the present might relate to if I told them that the order of operations related to wrapping a present. They pretty quickly
came up with the idea that it might have to do with doing the reverse order of operations which is exactly what I was looking for. After
that we went through several problems where I had the students tell me what operations they saw in the original equation and then
which operations they would use to solve it. After we decided on that I had them step-by-step tell me which operation to do first and
then what to do second. Overall, I think the present metaphor really helped them to make the connection because they caught on pretty
much right away. Again, I felt that this concept would come to most students with a lot of practice. Once I felt that got the basic concept
of two-step equations down, I started changing the problems around to where they would see the variable on the other side of the
equations. This led to a great discussion (that I had not originally planned but felt was very important) about how it does not matter
what side of the equations the variable ends up on. We talked a lot about equality and what it really means to be equal during the end of
this lesson. I was really proud of my students for seeing this on their own and asking thoughtful questions about what was going on, that
really told me that they were starting to understand solving equations.

Martinez 40

LESSON PLANS

Multi-Step Equations

3 day(s) Objective:

~Use properties of addition and subtraction to combine like terms

~Use the distributive property of real numbers to simplify
expressions
~Identify and apply addition, subtraction, multiplication, and
division properties of equality
~Use inverse operations to solve multi-step equation
~Correctly follow procedures for solving linear equations in a
variety of different ways
~Reflect on an answer to make sure it is reasonable for the
situation

Standards:
CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4b
CCSS: 8.EE.7

~Student Participation (interactive notes)

~What's Wrong Here? (homework)
Assessment: ~Class Discussion (explaining answers to "What's Wrong Here?")
~2.6 Practice B (homework)

Time (minutes)

Student Learning Task or Activity

Teaching Method

November 6, 2014
23

13
12
-

Warm-Up:
~Math's Mate Term 2 Sheet 1
~Practice 2.6 Practice A (#1-15) Problem Box
Notes/Handout:
~Discuss and fill in steps 1, 1a, 3, and 4 on handout (Solving Multi-
Step Equations)
Review/Practice:
~Start "What's Wrong Here?"
HOMEWORK: Finish "What's Wrong Here?"

Individual Practice
Cooperative Learning
Guided Instruction

Cooperative Practice
Individual Practice

November 7, 2014
15
18

15
-

Warm-Up:
~Math's Mate Term 2 Sheet 1
~Grade and turn in Math's Mate Term 2 Sheet 1
Practice:
~4 step by step examples of multi-step equations
Review:
~Go over "What's Wrong Here" (students tell what was wrong with
the work, what they did differently, and what the correct solution
was).
HOMEWORK: NONE

Individual Practice
Cooperative Learning
Guided Practice
Cooperative Learning

November 10, 2014

6

34

8
-

Warm-Up:
Individual Practice
~Math's Mate Term 2 Sheet 2
Activity:
Individual Practice
~Multi-Step Equations Silent Relay Races (students are in groups of Cooperative Learning
4-5 and have to do one step of the equation and pass it to the next
teammate, who then either corrects an error or continues with the
next step; all teams start each problem together)
Practice:
Individual Practice
~Start on 2.6 Practice B
HOMEWORK: Finish 2.6 Practice B
Individual Practice

LESSON PLANS

Martinez 41

Reflection
To start this lesson, I told the students that they weren't having to learn anything new for the next three days (they were very excited
about that). I then told them that we were going to be combining everything they had learned about expressions and equations so far
into one problem. Several of them argued that this type of problem was going to take forever, but I assured them that as long as they
followed the right steps they would not have any troubles at all. I handed out a set of "fill in the blank" type notes that was titled "Solving
Equations" and we talked about steps 1, 1a, 3, and 4. After we got through these notes they were relieved that combining everything they
had learned was not going to be so bad after all. After getting the notes done, the students got into partners and started working on a
worksheet with six equations that were done incorrectly. Their task was to explain the error and then fix the error. During this time I
walked around and talked to some of the groups about their work, I was impressed that most of them were getting even the problems
that were meant to be tricky. When we went over them as a class the next day, I was so excited to see that not only were they seeing the
error, they knew exactly what needed to be done differently. After going over those six equations, we went through four multi-step
equations step-by-step as a class, the problems got progressively more complicated. The last two were a bit of a struggles so I chose to
spend one more day of practice on them. For the last day of the lesson we did relay races again just like we did during the expressions
part of the unit. After spending a full day on this, I felt comfortable with moving on to having variables on both sides of the equation.

Martinez 42

LESSON PLANS

Equations With Variables On Both Sides

~Use properties of addition and subtraction to combine like terms
~Use the distributive property of real numbers to simplify
expressions
~Identify and apply addition, subtraction, multiplication, and
division properties of equality
~Use inverse operations to solve multi-step equations
Objective:
~Correctly follow procedures for solving linear equations in a
variety of different ways
~Reflect on an answer to make sure it is reasonable for the
3 day(s)
situation
~Find when an equation has one, infinite, or no solution and
justify why.
~Class Discussion (what is missing from our interactive notes?)
~Student Participation (solving equations relay)
~Solving Equations: Variables on Both Sides (WS)
Assessment:
~Writing and Solving Equations (WS)
~Review Activity

Time (minutes)

Student Learning Task or Activity

Standards:
CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4b
CCSS: 8.EE.7
CCSS: 8.EE.7a
Teaching Method

November 11, 2014

20

20

8
-

Warm-Up:
~Math's Mate Term 2 Sheet 2
~2.6 Practice B Problem Box
Notes/Handout:
~(Discuss) The steps that are already on the Solving Multi-Step
Eqautions notes
~(Discuss) What would we need to add if we were given a problem
that had the variable on both sides.
~Fill in Step 2
~On the back, step by step through 3 examples
Practice:
~Start on Solving Equations: Variables on Both Sides
HOMEWORK: Finish Solving Equations: Variables on Both Sides

Individual Practice
Cooperative Learning
Cooperative Learning
Direct Instruction
Guided Practice

Individual Practice
Individual Practice

November 12, 2014

20

15

13
-

Warm-Up:
~Math's Mate Term 2 Sheet 2
~Solving Equations: Variables on Both Sides Problem Box
Review:
~Students step me through 3 equations with variables on both
sides (1 step per student)
Activity:
~Write four verbal equations and have partner write the algebraic
equation and solve, do the same with partner's verbal equation
HOMEWORK: Writing and Solving Equations

Individual Practice
Cooperative Learning
Guided Practice
Cooperative Learning
Cooperative Learning

Individual Practice

November 13, 2014

15

33

Warm-Up:
Individual Practice
~Math's Mate Term 2 Sheet 2
Cooperative Learning
~Sharing and solving a few examples from the homework
Review:
Cooperative Learning
~Students are given a single problem that they need to solve and
then have checked, once they get it correct they will get a stamp and
the next problem
~There are a total of 10 problems that review each of the concepts
covered during the equations portion of the unit
HOMEWORK: Equations Pre-Assessment Corrections
Individual Practice

LESSON PLANS

Martinez 43

Reflection
Going into this lesson, I knew it was going to be adding on a little bit to what we had just finished with multi-step equations and then a lot
of practice. We started with some review on multi-step equations and then a discussion about how they would try and solve an equation
with variables on both sides. Their were a lot of good guesses but they were not exaclty where I needed them to be so I went ahead and
told them and we filled in step 2 on our "Solving Equations" notes. At that point I knew that I needed to show them what those notes were
saying so we went through three examples as a class. Students then had the opportunity to start on their homework which was a bunch of
equations with variables on both sides. I chose to have them work on their own so that I could go around and see where each student
truly was. The next day we went over a few more problems as a class. To get the students to go back to writing and breaking down verbal
equations I had them each write down four verbal expressions. They then got with a partner and each changed each others verbal
equations into algebraic equations. Their homework was to solve their partners equations. The last day of this lesson served as a day to
wrap up solving equations with variables on both sides and then a day to review. The review went really well and it made me feel like the
students were ready to take the equations quiz the next day.

Martinez 44

LESSON PLANS

EQUATIONS QUIZ
1 day(s) Objective:

~This quiz addresses all of the objectives shown prior to this.

~Equations Quiz (paralleled to the Equations Pre-Assessment)

Standards:
CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4B
CCSS: 8.EE.7
CCSS: 8.EE.7a

Assessment:

Time (minutes)

Student Learning Task or Activity

Teaching Method

November 14, 2014

48
-

Assessment:
~Equations Quiz
~Turn in Equations Pre-Assessment Corrections with quiz
HOMEWORK: NONE

Individual Testing

Reflection
This lesson was designed to assess where students were with the content we had covered on equations. They were given a pre-
assessment over expressions at the beginning of the unit and then the night before the quiz were given back their graded pre-
assessments and were asked to make corrections based on what they had learned. I collected the corrections with their quiz (which were
the same problems but with different numbers) so that I could compare their initial assessment, their corrections, and their quiz to look
for patterns and improvement. I gave them the quiz as soon as they got into class so that they would have as much time as possible to get
the quiz done.

Martinez 45

LESSON PLANS

UNIT 2 DISTRICT ASSESSMENT

Objective:

~This assessment addresses all of the objectives shown prior to

this.
~Unit 2 District Assessment

Standards:
CCSS: 7.EE
CCSS: 7.EE.1
CCSS: 7.EE.2
CCSS: 7.EE.3
CCSS: 7.EE.4
CCSS: 7.EE.4a
CCSS: 7.EE.4b
CCSS: 8.EE.7
CCSS: 8.EE.7a

1 day(s)
Assessment:

Time (minutes)

Student Learning Task or Activity

Teaching Method

November 17, 2014

48
-

Assessment:
~Unit 2 District Assessment
HOMEWORK: NONE

Individual Testing
-

Reflection
The purpose of this lesson was to assess students overall understanding of everything covered with expressions and equations. JeffCo
requires that students take a unit assessment after every unit (they provide the assessment) so I decided to use the data from that for
our class as well so that I did not have to test the students yet again. The students received the assessment at the very beginning of class
so that they would have the full 48 minute class period to work on it. I was able to give them 12 more minutes to work on it the next day
but had to cut them off at that point because the district only permits them to have 60 minutes on the assessment. With that said, I used
the data but did not read into it too much because they had already been assessed on it in class, and many of them did not finish because
of the time constraints.