LESSON 3

Time 130 minutes (2 classes, 65 minutes each) Date November 2-3, 2021

Grade/Class 9 Math

Topic Solving Equations by Using Balance Strategies

LESSON OUTCOMES

Essential Understandings Specific Learning Outcomes

Student will be able to:

9.PR.3. Model and solve problems using linear
o Solve equation with the variable in the equations of the form:
denomination, solve equation with brackets, solve where a, b, c, d, e, and f are
equation with fraction and bracket. rational numbers.
o Pick the correct strategy to solve each of the
above equations

Essential Question Achievement Indicators

o How do I know to choose the correct strategy to o Identify and correct an error in an incorrect
solve an equation? solution of a linear equation.
o Represent a problem using a linear equation.
o Model the solution of a linear equation using
concrete or pictorial representations and record
the process.
o Model the use of preservation of equality when
solving linear equations, concretely, pictorially, or
symbolically.
o Determine, by substitution, whether a rational
number is a solution to a linear equation.
o Develop a list of strategies for solving any linear
equation.
MATERIALS KEY WORDS

Materials: -Lowest common denominator

-Reference sheet -Variable in the denominator
-Calculator -Collecting like term
-White board and projector -Distributive properties
-Writing utensils
-Worksheet
-Individual white board REFERENCES
Math Makes Sense

Manitoba Document for grade 9

 DIFFERENTIATION STRATEGIES

- Scaffolding (working through examples with the class, before the students attempt them independently, and
then going over the questions with them).
- Teacher can assign more or less according to the students’ needs. Extra practice for advanced students, less
problems for those who struggle.
- When working through practice questions during the lesson, teachers can determine if students can continue
independently or if they needed further guided practice.

ASSESSMENT EVIDENCE

Performance Tasks: FOR AS OF

Individual whiteboard activity X X X
Warm up activity X X
Feedback and questions throughout the lesson X X
Exit slips X X
CROSS-CURRICULAR CONNECTIONS REAL WORLD CONNECTIONS

- Physics, Chemistry, Pre-Calculus. The use of equations in daily life is limitless.

- Algebra is applicable in almost all field.
LEARNING PLAN

PART 1

Activate: - Review: go over second outcome in Root and Power. Give one question on the 7 mins
board and then have all of the students to do it on their white board and make
sure all of them show their white board up.

Acquire: - Start going over the next types of equations: variable in the denominator and 20 mins
brackets.
-For solving the equations with variable in the denominator, do one question
together on the board and then ask them to try another question on their own.
Teacher circulates to see how they are doing, then go over as class.
Highlight the key point: multiply both sides by the variable.
-Ask students to do the rest of the example.
-Move to the next type of equation: equation with the brackets. Repeat the above
process.
Highlight the key term: distribute the number into the brackets (distributive
property).
-Ask student how they feel about the lesson (this is to see where students at).

Applied: Group work: 30 mins

-Students are handed in cards for grouping with the maximum of 3 students per
group and only one student get to hold the marker (this to enforce the discussion
and knowledge flow among them).
-Give roughly 25-30 minutes of discussion. Teacher circulates to address any
questions they may have.
 -Draw students back to their dress, give out few examples on the board and see if
students can answer them (this to prove if the group discussion was successful or
not).
-Hand out exit slips (to assess whether the lesson successful or not as well as to see
if students can demonstrate understanding on the topic today).

-Quick recap of the lesson today (reiterate the highlights).

Closure: -Inform students what they will have tomorrow.

PART 2

Activate: 10 min
- Review: go over third outcome in Root and Power. Give one question on the
board and then have all of the students to do it on their white board and make
sure all of them show their white board up. Remind them that the assessment for
this outcome is tomorrow at lunch time.

-Quick review what are the type of equations that has been done in previous class.

Acquire and -Next type: equations that contains bracket. 50 mins

apply: (they -Point out the strategy: distribute the number in the term of the brackets. Relate to
alternate polynomial unit and let them guess what kind of property that we are doing
each other (distributive property).
with the use -Do one example together, then ask students to attempt the next 2 example on
of individual
their own before going over as class. Teacher circulates. See how students are
whiteboard)
doing then go over as class. Ask students to do the example on their white board.
-Quick assess students understanding by asking how they are feeling about these
types of equation on the scale 1 to 5, 1 being very difficult, 5 being very easy.
-Next type: equations that contain fractions and brackets. This will be the hardest
equations because we are using both strategy by first removing the brackets, and
then multiply each term by its lowest common denominator.
-Do one example together, then ask students to attempt the next example on their
white board before going over as class. Teacher circulates. See how students are
doing then go over as class.
-Last type: equation with no solution. For this type, directly ask student to do it on
their white board. Once students seem confused because the solution does not
seem to make no sense, then explain that this equation has no solution.
-Assign extra practice on the board if time permits.
-Hand out exit slips.

-Reiterate the key points to do fraction and bracket equations. 5 mins

Closure:
-Remind students that next class will be full work period/ group work (review)
Reflections -By the end of this lesson, all type of the equations has been covered. However, as this is a
heavy unit that contain very important base for the next level of math course, teacher needs to
encourage students to be proactive, doing many practice questions and ask for help. Give them
mental support and state to them if they do not fully understand just yet, it is normal and it will
come with the practice. Teacher can also share her personal experience and relate to them for
additional support.