Chapter 2 Unit Outline

Solving Equations

Day 1 Day 2 Day 3 Day 4 Day 5

Pre-Assessment 2.2-2.3 Packet 2.4 Solving 2.1-2.4 Word 2.5

Multistep Problems! Literal Equations
Intro to 2.1 Solving Equations and Formulas
Two-Step
Inverse Equations and 2.1-2.5 Review
Operations Multistep
Equations

Day 6 Day 7 Day 8 Day 9 Day 10

2.1-2.5 Quiz 2.6-2.7 2.8-2.10 Chapter 2 Chapter 2

Ratios, Proportions, Review Assessment
Rates,Conversio Similar Figures,
ns, and Percents
Proportions

 Spring ield College
Unit Plan Template

Teacher: Alex Goslin Date:

Subject: Algebra 1 Grade Level: 9th

Brief Summary of the Unit:

In this unit, students will learn that inverse operations can help them solve equations and
being able to solve equations can help them find solutions to a wide variety of problems. They
will follow steps to solve multi-step equations, literal equations, and formulas. They will be
able to plug in values for variables in formulas and equations to find an output. They will utilize
these skills to find real world solutions, like changing temperatures from Fahrenheit to Celsius.
Students will also be able to create equations and formulas for solving word problems. They
will apply their math skills to help them make informed decisions when making purchases as a
consumer.

Students will also learn the process for converting measurements to different units. They will
learn dimensional analysis, utilizing conversion rates as ratios. They will also be able to
calculate the unit price of items in order to determine which option is cheaper when comparing
prices from different stores. Ratios, rates, unit rates, and conversions will help the students
build their base of fraction knowledge and how fractions can be applied to problem solving,
especially in real world situations. Building off of this knowledge, students will learn how to
solve proportions utilizing the cross multiplication method and the scalar method. Students will
apply this knowledge to solve real world problems. Students will also be able to utilize
proportions to determine if shapes are similar or not. Students will also be expected to set up
proportions based on corresponding sides to find missing side lengths of similar figures.

Students will learn how to work with percents. They will understand that proportions can be
utilized to find missing parts of problems involving percents, as any percent can be written as
a fraction with 100 in the denominator. Students will also learn how to find percent error and
percent change using the formulas. They will be able to calculate percent error and percent
change of real world problems involving sales prices, mark-up, and estimates. Students will
be able to see that percents are used all the time and it is useful to know how to work with
them and understand what they mean.

Overall, this unit is rooted in solving equations and choosing the best methods to solve
problems. There are many methods to get to the correct answer in many of the problems in
this unit, so it will be up to the students to choose the most efficient method or the one that
works best for them. Each section has some real world application, especially involving the
consumer perspective. Students will apply these critical thinking skills and use their
mathematical work as evidence in their reasoning. This unit serves as a foundation for the
rest of the year, especially regarding solving equations and following steps to solve problems.
 Stage One – Desired Results
What do we want the students to learn?
Massachusetts Framework Standards:
A-REI.A.B. Reasoning With Equations and Inequalities
A. Understand solving equations as a process of reasoning and explain the reasoning.
1. Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original
equation has a solution. Construct a viable argument to justify or refute a solution
method.
B. Solve equations and inequalities in one variable.
A-CED A.1.4.
A. Create equations that describe numbers or relationships.
1. Create equations and inequalities in one variable and use them to solve problems.
4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations.
AI.N-Q Quantities
A. Reason quantitatively and use units to solve problems
1. Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the
scale and the origin in graphs and data displays.

Enduring Understandings:
Big Ideas: The students will understand that…
● Problem solving requires multiple steps.
● Following steps is a helpful tool when completing a task or solving a problem.
● Simplifying problems can make them easier to solve.
● There are many different ways to solve problems.
● Rates are all around us and can help us understand numbers we see.
● Proportions can help us ind missing information and useful information in real life
situations.
● Understanding and using percents can be helpful in many situations, leading to more
informed decisions.
● Equations and formulas can be utilized to model real life situations and allow us to make
informed decisions.
● Manipulation of certain variables can make solving easier and produce missing
information required to understand the situation.
● Like in life, many things in math are related, so it is important to use prior information
and apply it to new types of problems in order to solve them.

Concepts:
● Variables
 ● Inverse Operations
● Opposites
● Common denominators
● Equations
● Price
● Rates
● Proportions
● Cross multiplication
● Similarity
● Percents

Essential Questions:
● How are inverse operations used to solve equations?
● Why is it important to simplify and how can we simplify equations?
● How can steps help you solve problems?
● How can creating equations and solving them help you make decisions?
● What are the bene its of solving for speci ic variables and manipulating formulas?
● Where do we see proportions, rates, unit rates, conversions, and percents in the world
around us and why are they important?

Content:
The students will know...
● How to use inverse operations to solve single step and multistep equations.
● The steps for solving equations.
● The steps for approaching word problems.
● How to manipulate formulas to solve for different variables.
● How to convert one unit to another using conversion rates.
● How to ind unit rates.
● How to solve proportions.
● How to solve problems involving percents.
● The formula for percent change.

Critical Thinking Skills:

The students will…
● Apply inverse operations to solve one step and multistep equations
● Identify variables
● Simplify equations, fractions, and proportions.
● Formulate equations from word problems.
● Make decisions using mathematical evidence.
● Analyze numbers, equations, variables, percents, and proportions and their implications
in real life situations.
● Follow steps to ind solutions.
● Apply conversion rates in order to transfer from one unit measurement to another.
● Apply proportions to solve for similar shapes.


 Stage Two – Assessment Evidence
What will the students have to do in order to demonstrate their
understanding of the material?
Performance Tasks:
● The students will use equations to decide which deals are better at the Big E based on
situations and prices presented to them.
● The students will find solutions to real world problems using mathematical evidence.

Other Evidence:
● The students will do a pre-assessment before learning any material in Chapter 2.
● Students will do warm-up problems at the beginning of each class.
● Students will complete an exit slip on solving equations.
● The students will do a 2.1-2.5 Quiz on solving equations
● The students will complete a Chapter 2 test that assesses them on all of the material.

Self-Assessments and Re lection:

● Students will do a review and identify areas that they need to study to prepare for the
test.
● Students will compare their review solutions with the solutions on google classroom,
identify their mistakes, and work to fix them.
● Students will complete a feedback slip to identify areas in which they need more
guidance and instruction.
● Students will show how well they understand the material by doing informal
assessments using hand signals 1-5 or thumbs up/down.


Day 1 Lesson Plan
2.1
Teacher: Miss Goslin Date: September 17, 2019

Subject: Algebra 1 Grade Level: 9th

Title of Lesson: Intro to Inverse Operations Lesson Length: 55 minutes

Overview of the Lesson

Lesson Summary :
In this lesson, students will learn that they use inverse operations to solve equations.

Massachusetts Framework Standards :

A-REI.B. Reasoning With Equations and Inequalities
B. Solve equations and inequalities in one variable.

Lesson Objectives: The students will be able to……..

● Identify variables in an equation
● Solve one step equations
● Solve two step equations
● De ine inverse operation

Materials/Equipment to be Used in Teaching the Lesson :

● Pre-tests
● Practice problems
● Smartboard
● Laptop
● Whiteboards
● Markers

Enduring Understandings :
· Big Ideas : The students will understand that…
● Inverse operations are used to solve equations.
· Concepts :
● Equations
● Inverse operations
● Variables

Essential Questions :
 ● What are inverse operations?
● How do inverse operations help us solve equations?

Content

Factual Content :
Inverse operations

Vocabulary :

Tier 1:

Tier 2:
variable

Tier 3:
Inverse operations, reciprocal

Critical Thinking Skills (Reading, Writing, Speech, Listening)

● Solve equations
● Discuss and de ine inverse operations
● Identify components of equations

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

● Pre-Assessment
● Problems on board
● 1-5 scale informal assessment

Action/Instructional Procedures
Step One: Give back Chapter 1 Tests (10 minutes)
Students will get back their Chapter 1 Tests and have the opportunity to ask questions. I will go
over some common mistakes.

Step Two: Introduction (5 minutes)

I will introduce myself and state some of my expectations like’
● Respect
● Hard work
● Honesty
And that I want to help them be successful!
I will then explain the pre-test and its purpose.

Step Three: Pre-Test (10 minutes)

I will hand out the chapter 2 pre-test and they will have 10 minutes to complete it- no
calculators allowed!

Step Four: Problems on board (5 minutes)

I will put a few equations on the smartboard for the students to solve. They should be review
from the previous chapter. Students will be encouraged to do the problems on a whiteboard!
Problems-
1. 2x − 4 = 6
2. 45 x = 3

Step Five: 2.1: Introduce and Define Inverse Operations (10 minutes)
Students will return to their seats and I will go over the problems. I will then ask them how they
solved it and eventually we will discuss how they did the opposite operations. For example if
there was a 2x-8=4 , the first step would be to add 8, which is the opposite operation of -8. I will
ask the students if they know what this is called! I will then define inverse operation! We will
then go over the inverse operations for more complex equations, like multiplication, division, and
reciprocals. If there is time, I will give them a more complex problem!
Problems:
1. 32 = 85 x
6 3
2. 7
x = 14

Informal Assessment-At some point during the lesson, gauge wehre students are by
asking them to show how they feel with solving equations where 5 is “really confident
“and 1 is “really lost and need a lot of help”. Students can show anywhere on the 1-5
scale. This will tell me if I need to give more examples or not.

Step Six: Worksheet on own (10 minutes)

Students will work on 2.1 problems in packet

Closure: Closing comments/Assign HW (5 minutes)

● Be ready to work in the next class
● Give positive feedback where due
·
Homework/Extension Activities: Finish 2.1 in packet, p 85 #20, 30, 35, 37, 39, 43, 46, 49
Reflection on Lesson
1. The Lesson Plan:
a. I feel like this biggest thing was timing. It took less than 10 minutes to go over the
test from Chapter 1. This allowed us to have more time to work on 2.1. I could
have probably began a little bit of 2.2 before the class ended, but I continued to
add in more examples of problems in 2.1. One thing to note would be to always
have extra problems in my back pocket.

1. Teaching Skills:
a. I think I could be more energetic and perhaps a little more articulate when
explaining specific math operations. I think I should have given an overarching
explanation of “solving equations” at the beginning as both a refresher and a
strong foundation. Being aware of what students already know or what they don’t
remember is really important, so being more in tune with that aspect of the
students. I thought I got the students’ attention well today. Some students needed
a little more redirecting, but they listened once I talked to them.

1. The Students:
a. Some students seemed to be more experienced than others in solving one step
equations. There were a few students who seemed to have minimal background.
For example, a few didn’t know what reciprocals were or how to use them. Many
of the students struggled with the fraction aspect. However, other students flew
through the problems and simply needed a refresher. When I did the informal
assessment 1-5, I saw mostly 4s and 5s, with some 3s. This means they are
feeling pretty confident in solving one step equations. I also noticed that B block
has much more energy and antsiness than D Block. This is something to keep in
mind moving forward.
Chapter 2 Pre-Assessment Name______________________________

1. 3m − (12 + 4m) − 6m − 10 = 3(5m − 2) − 20m + 10

q+2 2q
2.
5 = 7

3p+x
3. Solve for p. m =8

4. 60% of what number is 13.5?

5. A store gets a pair of sneakers for $60. The store then sells the shoes for $90. What
is the markup expressed as a percent change?
6. Are these rectangles similar? Explain why or why not.

7. If Triangle ABC and Triangle DEF are similar, what is x?

 Day 2 Lesson Plan
2.2-2.3

Teacher: Miss Goslin Date: D Block -September 18,
2019
B Block- September 19, 2019

Subject: Algebra 1 Grade Level: 9

Title of Lesson: Solving Multi-Step Equations Lesson Length: 50 minutes

Overview of the Lesson

Lesson Summary :
In this lesson, students will learn that they must follow steps in order to solve multi-step
equations.

Massachusetts Framework Standards :

A-REI. A. Reasoning With Equations and Inequalities
A. Understand solving equations as a process of reasoning and explain the reasoning. 1.
Explain each step in solving a simple equation as following from the equality of numbers
asserted at the previous step, starting from the assumption that the original equation has a
solution. Construct a viable argument to justify or refute a solution method.

Lesson Objectives: The students will be able to……..

● Solve multi-step equations by using inverse operations
● Distribute
● Combine like terms
● De ine inverse operation

Materials/Equipment to be Used in Teaching the Lesson :

● Smartboard
● Laptop
● White board markers

Enduring Understandings :
· Big Ideas : The students will understand that…
● Principles from easier topics can be applied to more complex problems.
● Simplifying can increase ef iciency and creates easier ways to solve problems.
● Practice is a useful tool to re ine and improve skills.

· Concepts :
 ● Inverse operations
● Equations

Essential Questions :
● Why is it important to simplify?
● How can we simplify equations?
● Why is practice is important?

Content

Factual Content :
Inverse operations in solving equations

Vocabulary :
Distribute, Reduce

Tier 1:

Tier 2:
Distribute, Reduce

Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

● Collaborate within their groups

● Recall what inverse operations are
● Apply previous knowledge
● Solve problems using steps
● Simplify equations

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

● Discussion
● Problems on board (warm-up)
 Action/Instructional Procedures
Anticipatory Set: (hook) Fraction Do Now (5 minutes)
Students will take homework out. I will put two equations on the board for students to do at a
board. I will check homework.
Intro: Practice- “raise your hand if you have ever practiced anything before. Why do we
practice? GOOD, so even if you already know how to do something, it doesn’t mean you don’t
need practice. The more you practice, the better you can get, and then you can move on to
more difficult things!”

Step One: Short Lecture (10 minutes)

● Ask students if they can say what an inverse operation is
● Show both methods for working with fractions in equations
● Show equation with variables on both sides
○ Emphasize SIMPLIFY first!

Step Two: Group Work (Rest of Class)

Solving equations should be review for these Algebra 1 students. To give them extra practice
with different types of equations, they will be split into groups. They will collaborate in order to
help each other out when needed.
I will have them get into groups of 3- they will count off by 7s.
Students will move desks to get into these groups. They will work on the packet 2.2-2.4
I will be circulating if the students need help/assistance/guidance. If there is a problem that is
stumping many groups, I will pause everyone and do it up on the board!

Closure: Assign Homework,move desks back, feedback slip (5 minutes)

Students will write down feedback for me about how they are feeling about solving equations
and what they need more practice with.
·
Homework/Extension Activities: Finish 2.2-2.4 for homework.
(If students finish this in class, the following assignment will be homework)

P. 105-108 # 14, 17, 19, 30, 39, 46

Reflection on Lesson

1. The Lesson Plan:

a. Well organized.
b. Could have reiterated big ideas at the end of the class.
c. Group work was a good method of having the students figure out solutions with
each other.
d. Students were able to help each other.
e. Warm-up was effective and it was a helpful review of previously learned material.

1. Teaching Skills:
a. Good organization and method of splitting up into groups.
b. Classroom management with the transition into groups was good.
c. Could have done more intervention during group work.
d. Good review and check in of concepts covered the day before.

1. The Students:
a. Students were a little shy in group work because they weren’t always with their
friends.
b. Some groups were just doing the work individually and then checking their
answers with their group.
c. They liked working with groups - they could correct each other and help explain
the steps to each other.
d. The level of experience with solving equations varied a lot.
 Day 3 Lesson Plan
2.4

Teacher: Miss Goslin Date: D Block- September 19,

2019
B Block- September 20, 2019

Subject: Algebra 1 Grade Level: 9

Title of Lesson: Solving MultiStep Equations Lesson Length: 50 minutes

Overview of the Lesson

Lesson Summary :
In this lesson, students will learn that solving equations requires many steps and it is necessary
to simplify irst.

Massachusetts Framework Standards :

A-REI A.1
A. Understand solving equations as a process of reasoning and explain the reasoning.
1. Explain each step in solving a simple equation as following from the equality of numbers
asserted at the previous step, starting from the assumption that the original equation has a
solution. Construct a viable argument to justify or refute a solution method.
A-REI B
B. Solve equations and inequalities in one variable.

Lesson Objectives: The students will be able to……..

● Solve multi-step equations
● Simplify multi-step equations
● Simplify and cancel fractions

Materials/Equipment to be Used in Teaching the Lesson :

● Smartboard
● Whiteboards
● Whiteboard markers
● Warm-up problems
● Practice problems (on board)
● Exit slip

Enduring Understandings :
· Big Ideas : The students will understand that…
 ● Steps can be helpful to ind solutions.
● Simplifying is an important step in approaching problems.

· Concepts :
● Variables
● Equations
● LCM
● Opposites
● Common denominators
● Inverse operations

Essential Questions :
● How can steps help you solve for a variable?
● Why is simplifying important?

Content

Factual Content :
Solving multistep equations, inverse operations, LCM, distribution, simplifying equations

Vocabulary :
Lowest common multiple (LCM)

Tier 1:

Tier 2:

Tier 3:
LCM

Critical Thinking Skills (Reading, Writing, Speech, Listening)

● Solve for variables

● Brainstorm LCM’s to cancel fractions
● Apply steps to equations
● Determine the best way to solve an equation
● Simplify different parts of equations

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

● Warm-up Problems (review of the past two days)

 ● Discussions
● Exit Slip

Action/Instructional Procedures
Step One: Warm up problems from 2.2-2.3 (10 minutes)
I will put problems up on the board as I check the students’ homework. The problems will be
review from problems we did the day before. They will involve distributing and fractions. I will
then go over these problems on the board.

Step Two: Go over general steps for solving equations (5 minutes)

1. Simplify
a. Have students give examples of this
i. Distributing
ii. cancelling fractions
iii. combine like terms
2. Get variable on one side
3. Use inverse operations to get variable alone

Step Three: Short lecture with examples (15 minutes)

● Students will do the examples I put up on the board and I will go through them step by
step with explanations
○ Explain difference between different types of fraction problems.
○ Explain leaving fractions as fractions- no need to divide out
○ Explain different methods of dealing with fractions
■ Common denominator or LCM

Step Four: Work on 2-4 in packet (rest of class)

Closure: Announce HW and give Exit Slips (last 5 minutes)

·
Homework/Extension Activities: Finish 2.4 in Packet and p. 105-107 #11,12, 14-17, 21-26,
28, 39, 46
Reflection on Lesson

1. The Lesson Plan:

● Well-structured
● Good pacing
● Strong objectives
● Could have been more specific in procedure

1. Teaching Skills:
● Good energy
● Positive and encouraging
● Good circulation of classroom
● Could have done example with steps
● Work on keeping things on smartboard and spacing of problems on the board

1. The Students:
● Engaged
● Felt comfortable asking questions
● Worked hard
● Very respectful
● A few struggled
 Day 4 Lesson Plan
2.1-2.4 Word Problems

Teacher: Miss Goslin Date:

Subject: Algebra 1 Grade Level: 9

Title of Lesson: Using Equations to Solve Word Lesson Length: 50 minutes

Problems

Overview of the Lesson

Lesson Summary :
In this lesson, students will learn that equations can be used to make decisions in real-world
scenarios.

Massachusetts Framework Standards :

A-CED A-1
A. Create equations that describe numbers or relationships.
1. Create equations and inequalities in one variable and use them to solve problems.

A-REI A -1
A. Understand solving equations as a process of reasoning and explain the reasoning.
1. Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original
equation has a solution. Construct a viable argument to justify or refute a solution
method.

Lesson Objectives: The students will be able to……..

● Solve multistep equations
● Identify variables in a word problem
● Make decisions rooted in their math work.

Materials/Equipment to be Used in Teaching the Lesson :

● Smartboard
● Whiteboards
● Whiteboard markers
● Performance Tasks

Enduring Understandings :
· Big Ideas : The students will understand that…
 ● Solving equations can help people make more informed decisions.

· Concepts :
● Variables
● Equations
● Price
● Rates

Essential Questions :
● How can solving equations help you make decisions?
● What real-world scenarios could you use equations?

Content

Factual Content :
Solving multistep equations, how to read and solve word problems, steps for solving word
problems, creating equations based on real world situations

Vocabulary :

Tier 1:

Tier 2:
rate

Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

● Decide which places offer better deals as a consumer

● Justify purchases with mathematical reasoning
● Identify variables in word problems
● Create equations than can be used to solve real world problems
● Calculate the prices of different items/consumer goods

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

● Warm-up Problems (assessment on solving equations in general)

● Performance task
 Action/Instructional Procedures

Step One: Warm up problems from 2.4! (10 minutes)

Put problem on board where students must combine like terms, distribute, and solve for a
variable. Students will leave HW on desks and I will check it as they do the problem either at
their desk or on a whiteboard. 2.4 problem- I will go over it and then I will ask if they have any
questions from 2.4 Review of solving equations.

Anticipatory Set: (hook) Shopping Discussion! (5 minutes)

Raise your hand if you like a good deal. Pick a few students to tell me what they like to shop for.
From here I will ask them how shopping and deals relates to math? Then, more specifically, how
do equations relate to being a consumer?

Step Two: Example Word problem with Steps Outline (20 minutes)
● Go over common word problems
○ how to find the unit price
■ ex) if I can get 5 ice cream cones for $20, how much is one ice cream
cone?
○ Price- rate + fixed price
■ ex) Write an equation to find how much money a company spends on
producing juice if it takes $3.00 per carton as well as a $200 maintenance
fee.
● Go over Paint problem - critical thinking
● Have students do the two problems on back
○ They may work with their partner (may help to speak out loud and talk through a
problem)

Step Three: Big E Performance Task ( 25 minutes)

● Students will make decisions on purchases for the Big E. They will be working alone and
the assignment will be graded. They may use a calculator as they are being assessed
on their comprehension and analysis skills, not their calculations!
● Emphasize that on a test there would be word problems that have numbers that they
don’t need a calculator for- but I wanted to make it real world!
○ REALISTIC!- this is real life stuff kids!

Closure: Announce HW

·
Homework/Extension Activities: p. 107 #45,47 Write a word problem that can be solved
using equations we have been working with!
Reflection on Lesson

1. The Lesson Plan:

● Well-structured
● Timing of the performance task could have been better
● Good warmup problem
● Steps helped students a lot

1. Teaching Skills:
● Should have made homework more clear
● Could have explained variables a little bit better
● Explain expectations more in depth- alone work
● Should have reminded students to use their steps while doing performance task

1. The Students:
● Large variance of student interpretation of word problems
○ Some students understood right away
○ Others got super overwhelmed and needed a lot of time
● Students had a lot of questions about the wording of the word problems- many
clarifications
 Day 5 Lesson Plan
2.5

Teacher: Miss Goslin Date: 9/24/19

Subject: Algebra 1 Grade Level: 9th

Title of Lesson: Literal Equations and Formulas Lesson Length: 50 minutes

Overview of the Lesson

Lesson Summary :
In this lesson, students will learn that they can manipulate equations to solve for a speci ic
variable.

Massachusetts Framework Standards :

A-CED A.1.4.
A. Create equations that describe numbers or relationships.
1. Create equations and inequalities in one variable and use them to solve problems.
4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations. (Properties of equality).
For example, rearrange Ohm’s law to solve for voltage, V. Manipulate variables in formulas
used in inancial contexts such as for simple interest, I=Prt .

A-REI A -1
A. Understand solving equations as a process of reasoning and explain the reasoning.
1. Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original
equation has a solution. Construct a viable argument to justify or refute a solution
method.

Lesson Objectives: The students will be able to……..

● Rearrange formulas and equations to solve for different variables.
● Apply inverse operations to equations with more than one variable.
● Find solutions to multivariable equations when given a value for all but one variable.

Materials/Equipment to be Used in Teaching the Lesson :

● Smartboard
● Laptop
● Markers
● Whiteboard
● 2.5 Handout

Enduring Understandings :
· Big Ideas : The students will understand that…
● The same steps and operations can be applied, even if more variables and factors
are involved in a problem.
● Transferring information can be helpful in problem solving.
· Concepts :
● Equations
● Formulas
● Variables
● Inverse operations

Essential Questions :
● How can solving for different variables help you?
● Why is it important to transfer knowledge to different types of problems?

Content

Factual Content :
Formulas, inverse operations, literal equations

Vocabulary :
Literal equations

Tier 1:

Tier 2:

Tier 3:
Literal equations

Critical Thinking Skills (Reading, Writing, Speech, Listening)

● Apply previous information

● Identify different variables
● Solve for different variables

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

● In-Class Problems
● Discussion
 Action/Instructional Procedures

Step One: Word Problem Sharing (10 minutes)

D Block - Share word problems
B Block- Finish Performance Task
*I will check homework during this time*

Step Two: Lecture on Literal Equations/Formulas (15 minutes)

● I will show how the same inverse operations are used to get a variable alone, even if
there are more variables in the equation.
● Students will have time to try problems on their own.
● Students will be able to ask questions.

Step Three: Work on worksheet (10 minutes)

● Students will finish worksheet on literal equations and formulas
● Once they finish this, they will work on the review

Step Four: Review (Rest of class)

● This is a great time for students to ask questions of me regarding the new material (2.5)
or the quiz
●
Closure: Reannounce Quiz, tell them review is for hw (2 minutes)

·
Homework/Extension Activities: Finish Review
Reflection on Lesson

1. The Lesson Plan:

● Good structure- should have given some warm-up problems
● Some of the questions on the handout were too challenging
● Good examples to start 2.5

1. Teaching Skills:
● Had to adjust in B block because they are a little bit behind
● Could have gone over a few of the problems that a lot of kids had questions on
● Explained the purpose for doing these types of operations

1. The Students:
● Were overwhelmed at times
● Lots were confused by the variables
● Felt comfortable asking questions
2.1-2.5 Quiz (45pts) Name______________________

Solve each equation. Please circle your answers.

4 m
1. 13 − n = 45 2. 3p + 16 = 10 3. −15
= 3

4 3 2 5x 1 x+8
4. 5 = 4 −x 5. 9 + 6 = 3 6. 10
=2

h
7. 12 − 4 = 17 8. 9(f − 4) =− 18 9. 2n − (3n + 2) = 6
10. 6x − 3(4x + 5) = 10 − x 11. 9p + 2(p − 10) − p = 2 (6 + p)

12. 5w − 6 − 2 − 7w + 9 = 10w + 4w − 13 − 12w + w − 1

13. A = 21 bh Solve for b. 14. n = 2+x

p Solve for x
15. 2x + 7y = 10
a) Solve for y. b) Find y when x = 12

16. If the perimeters of these two rectangles are equal, what is the
length of AB?
17. It costs a sneaker company $50 to make each pair of shoes.
They also pay an additional maintenance fee of $200 each day.
The company sells their shoes for $70 each.
a) Write an equation to find out how much money the company
spends each day on costs and fees. (Use: C = total cost, P
= # pairs made)

b) Determine how much it costs for a company to make 30

pairs of shoes in one day.

Determine how many pairs of shoes the company must sell in one
day in order to break even. (Total expense = money in sales)
 Day 7 Lesson Plan
2.6-2.7

Teacher: Miss. G Date: 9/26/19

Subject: Algebra 1 Grade Level: 9th

Title of Lesson: Ratios, Rates, Proportions Lesson Length: 50 minutes

Overview of the Lesson

Lesson Summary :
In this lesson, students will learn that rates and conversions are all around us and proportions
can help solve a variety of problems.

Massachusetts Framework Standards :

Quantities AI.N-Q
A. Reason quantitatively and use units to solve problems
1. Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the
scale and the origin in graphs and data displays.

Lesson Objectives: The students will be able to……..

● Convert between
○ Yards, feet, and inches
○ Seconds, hours, and days
● Find rates and unit rates
● Solve proportions using
○ Cross multiplication
○ Scalar method
● Solve problems involving percents

Materials/Equipment to be Used in Teaching the Lesson :

● 2.6-2.10 Packets
● Smartboard
● Markers
● Laptop

Enduring Understandings :
· Big Ideas : The students will understand that…
 ● Rates are all around us and can help us understand numbers we see.
● There are a variety of ways to solve problems like proportions.
● Certain methods of solving can be applied to different problems.

· Concepts :
● Ratio
● Rates
● Unit rates
● Proportions
● Percents
● Cross multiplication
● Scalars

Essential Questions :
● Where do we see proportions, rates, unit rates, conversions, and percents in the world
around us?
○ How can each of these be helpful?
○ Why is it important to be able to work with these types of numbers?

Content

Factual Content :
Finding unit rates and rates through the use of ratios.
Applying conversion rates to go from yards, feet, and inches as well as days, hours, seconds.
Solving proportions through cross multiplication and scalars.
Applying proportions to solve real world problems.
Solving percent problems using equations or proportions.

Vocabulary :

Tier 1:

Tier 2:
Proportion, rate, ratio, percent

Tier 3:
Unit rate, conversion rate, cross multiplication, scalar

Critical Thinking Skills (Reading, Writing, Speech, Listening)

● Apply prior knowledge to ind the rates and unit rates using ratios.
 ● Convert measurements to different units
● Solve proportions and percent problems
● Apply proportions to real world problems
● Choose which method they prefer to solve these types of problems

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

● Preview problems
● Questions assessing their prior knowledge
● In-class problems

Action/Instructional Procedures

Step One: Hand Back Quizzes/Work on first three problems in Packet (5 minutes)

Step Two: Go over quiz (5 minutes)

Step Three: Quickly go over vocabulary - Ratio, Rate, Unit Rate (5 minutes)

Step Four: Conversions (10 minutes)

● Go over one problem then have kids do 2-6 by self or with a partner
Step Five: 2.7 proportions (10 minutes)
● Go over example problem together
● They will then do 1-6
● I will then show them scalars
● Application problems

Percents (5 minutes)
● Do example together- show both ways (equation and proportion)

More Proportions (time remaining)

● Do example together - emphasize distribution and rewriting with parentheses

Closure: Give homework

·
Homework/Extension Activities: p.119 #14,15,25,29 p. 127-128 #11,15,19, 23, 24, 26, 32,
33, 35
Reflection on Lesson

1. The Lesson Plan:

a. Well paced and fast moving at a manageable rate
b. Good handout with good problems
c. Timing was good- got a lot done and ended right on time

1. Teaching Skills:
a. Good intro
b. Went over quiz really well
c. Strong beginning of class- stated clear expectations
d. Should have had them get up and move around at some point
e. Stated clear expectations and laid out the plan for them for the next few classes

1. The Students:
a. Worked really hard
b. Good focus
c. Enjoyed the problems
d. Some students got a little antsy and talkative
e. Seemed to know a lot of the information already (which is good since it was
supposed to be review)
 Day 8 Lesson Plan
2.8-2.10

Teacher: Miss. G Date: 10/1/19

Subject: Algebra 1 Grade Level: 9th

Title of Lesson: Similar Figures and Percent Lesson Length: 50 minutes

Change

Overview of the Lesson

Lesson Summary :
In this lesson, students will learn that proportions can help determine if shapes are similar and
percentages can be used to express change and error.

Massachusetts Framework Standards :

Quantities AI.N-Q
A. Reason quantitatively and use units to solve problems
1. Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the
scale and the origin in graphs and data displays.

Lesson Objectives: The students will be able to……..

● Determine if two shapes are similar using proportions.
● Solve for missing sides of similar shapes.
● Calculate percent change and percent error

Materials/Equipment to be Used in Teaching the Lesson :

● 2.6-2.10 Packets
● Smartboard
● Markers
● Laptop

Enduring Understandings :
· Big Ideas : The students will understand that…
● Proportions are related to similarity.
● Proportions can help ind missing information.
● Percents can be a helpful way to express numbers.
· Concepts :
● Similarity
● Proportions
● Percent
● Formula

Essential Questions :
● Why are percent change and percent error important?
○ Where might we see or use this in the real world?
● What types of problems can proportions solve?

Content

Factual Content :
Similar Figures, setting up proportions, percent change, percent error
Percent change= amount of increase or decrease/original amount
Percent error= |estimated or measured amount-actual amount|/actual amount

Vocabulary :
Similar, proportional, corresponding, percent change, percent error, common ratio

Tier 1:

Tier 2:
Similar, percent change, percent error, proportional, corresponding

Tier 3:
Common ratio

Critical Thinking Skills (Reading, Writing, Speech, Listening)

● Justify reasoning with math and logic

● Solve for x in similar igures.
● Analyze word problems involving percents.
● Calculate percent error and percent change.
● Relate percent error formula to percent change formula.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

● Warm-up problems
● informal - 1-5 check in
 ● Student feedback slips

Action/Instructional Procedures

Step One: Check Homework and Warm-up Problems on Board (10 minutes)
● There will be problems on board and students will do them on whiteboards

Step Two: Misconception of Proportions (5 minutes)

● Give them example to do to make sure they get it.

Step Three: Finish 2.7 problems on proportions (5 minutes)

Step Four: Do 2.8 Similar Figures (10 minutes)

● I will teach them about similarity and give them a few notes
○ Common ratio
○ Proportional
○ corresponding
● We will do a problem together
● Students will finish 2.8 problems
Step Five: 2.10- Percent Change and Percent Error (15 minutes)
● Explain formula
● Do example together
● They will do remaining problems
● Then we will relate percent error to percent change

Closure: Give homework + Student Feedback Slips (5 minutes)

·
Homework/Extension Activities: Textbook Problems
Reflection on Lesson

1. The Lesson Plan:

a. Could have included more practice problems (class finished a little early)
b. Organized and well-planned
c. Seemed to flow pretty well

1. Teaching Skills:
a. Stated very clear expectations about what they have to know for the test
b. Could have done better motivating students who weren’t working too hard
c. Class management- students were talking, one had their phone out- I told them it
was my time and that seemed to work- they dialed back in after that
d. Let them touch all four walls as a break in the lesson - got the students moving
e. Explanations of where the percents might be seen in real life or other disciplines
f. Should encourage more students to participate
g. Good wait time

1. The Students:
a. B block seemed to get a little antsy
b. D block wants to get it right- lots of competition goes on, but they have fun with it
c. In general the same students participate
d. Picked up new material very quickly

 Day 9 Lesson Plan
Chapter 2 Review

Teacher: Miss. G Date: 10/2/19 (D) 10/3/19

(B)

Subject: Algebra 1 Grade Level: 9

Title of Lesson: Chapter 2 Review Lesson Length: 50 Minutes

Overview of the Lesson

Lesson Summary :
In this lesson, students will learn that asking questions is an important part of review and
learning.

Massachusetts Framework Standards :

Lesson Objectives: The students will be able to……..

● Complete the review.
○ Solve linear equations
○ Solve proportions
○ Find solutions to word problems.

Materials/Equipment to be Used in Teaching the Lesson :

● Warmup problems
● Review
● Smartboard
● Whiteboards
● Markers
● laptop

Enduring Understandings :
· Big Ideas : The students will understand that…
● Solving equations is a foundation of many math skills and problems.
● Asking questions can be a form of review.

· Concepts :
● Equations
● Proportions
● conversions
 Essential Questions :
● How can asking questions be helpful?

Content

Factual Content :
No new material

Vocabulary :
No new material

Tier 1:

Tier 2:

Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

● Form questions based on the review

● Recall content from chapter 2

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

● Warm-up problems
● Review

Action/Instructional Procedures
Step One: Warmup problems/ Check hw (5 minutes)

Step Two: Review Packet (rest of class)

● Emphasize that this is a great time to ask questions

·
Homework/Extension Activities: Finish Review + Study for Test

Chapter 2 Review
Name___________________________________

Solve each equation. Circle your answer. Answers can be fractions or

decimals.

f +7
1. 10x − 9 = 11 2. 5w − 4 + 2 − 3w =− 8 3. 6 =3

4. 2(2n − 8) =− 40 5. 2p − (3p − 4) − 8p + 1 = 40 + 6p − 5

3
6. 11
= 56 x 7. 4n − 4
3
= 5
6
8. 3 − x
5
=− 6
 p 13 p
9. 2 + 22
= 11 10. 12m − (3 − 2m) = 2 (5m + 3) − 5 + m − 1

Solve each proportion.

11) ______ 2x = 5
10
12) _______ 3x
8
= 5
4

13) _______ x4x

−3 = 2
3
x−8
14) ______ x+4 = −7
3

Convert the following: Key for unknown: (1 yd=3 ft) (1 ft =12 in) (1 m =
100 cm) (1 cm = 10 mm)

15) 7 yd = ________ in 16) 3 days=_______ minutes

17) 90 mm= _______ cm 18) 55 m = _______ mm

19. What is 20% of 55? 20. 10% of what number

is 20?

21. 30 is what percent of 150? 22. 2% of what number

is 6?

23. It is currently 68 degrees Fahrenheit. Calculate the temperature in

Celsius using the formula C = 59 (F − 32)

1
24. 2
jk = 10p Solve for k. 25. m = 22x − 5n Solve for n.
For numbers 26 and 27
a) Solve for p. b) Then find p when x=6.

3p−4x
26. 8p − x = 2 27.
6 =1

28. At Scoops Ahoy you can buy 5 scoops of ice cream for $6.00. At the
Ice Creamery, you can get 4 scoops of ice cream for $5.00. Which store
has the cheaper deal? Show and explain your work.

29. If 3 cakes feed 60 people, how many people does 1 cake feed?

30. If rectangles ABCD and EFGH are similar, then what is x.

31. Are these rectangles similar? Show work or explain why or why not.

32. Katie is buying a pearl necklace. On Monday, the pearl necklace is

$150. She goes back on Friday, and the same necklace was $100. What is
the percent change of the price?
Chapter 2 Test Name__________________________

Solve each equation. Circle your answer. Answers can be fractions or

decimals.

8 f +7
1. 15 = 53 x 2. 7 =5 3. 6(2n − 4) =− 36

p 16 p
4. 3 + 33
= 11 5. 10m − (8 − 2m) = 2 (6m + 7) − 5 + m − 1

Solve each proportion.

6) ______ 7) _______

8) _______ x−43 = 9
2 9) _______
Convert the following: Key for unknown: (1yd=3ft) (1 ft =12 in)

10) 6 yd = ________ in 11) 1 day=_______

minutes

12. What is 40% of 35? 13. 11% of what number

is 33?

14. It is currently 5 degrees Celsius. Calculate the temperature in

Fahrenheit using the formula C = 59 (F − 32)

For numbers 15 and 16

a) Solve for p. b) Then find p when x=4.

3p−x
15. 2p − x = 5 16.
7 =5
16. At Big Y you can buy 4 gatorade bottles for $6.00. At Stop n Shop you
can buy 6 gatorade bottles for $10.00. Which store has the cheaper deal?
Show and explain your work.

17. If 18 cookies feed 6 people, how many cookies are needed to feed 100
people?

18. If triangles ABC and DEF are similar, then what is x.

19. Are these rectangles similar? Show work or explain why or why not.

20. Bob is looking to buy paint. On Monday, the paint is $100. He goes
back on Friday, and the same paint is $135. What is the percent change of
the price?

Bonus
Solve for x.

5(x+4)−(−10+3x) 10−(12−1)
=
6(x+2)+2(−7x+3) 6•2−32