LESSON PLAN - Granite School District

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Searching For Mr. E. Qual Can you find the words or phrases in the highlighted sentences that suggest equivalency? 1. Five times what number is forty? 2. Jose has $10. Jose has four more dollars than Daniel has. How much money does Daniel have? 3. Maria worked on her project 3 hours. That is the same number of hours that Marissa worked on her project. How long did Marissa work? 4. The weights of both textbooks are equal. Together they weigh 5 pounds. How much does each textbook weigh? 5. Dividing a number by eight results in four. What is that number? 6. Monica has three brothers. Karen has five brothers. Together they have twice as many brothers as Emma. How many brothers does Emma have? 7. Sierra will be 12 years old this week. She will be 16 years old in how many years?
Writing Situations for One-Variable Equations and Equations for Situations Team Challenge Game Objective: Students write situations and equations Materials needed: equation written on a 3 x 5 card for each team, overhead transparency and marker for each team Begin by writing 2x + 3 = 17 on overhead. Tell the students the class will be writing a story situation to fit this equation. Ask them to choose a topic or object (pizza, CD’s, dollars, boyfriends, hours watching TV, etc.) Letting the variable represent a number of those chosen items, discuss words that could be used to indicate the operations. Point out that the end result is 17. Then, ask the class to help write a story such as: Marco had several CD’s. His friend, Jaime, owned three more than twice the number of CD’s Marco had. Jaime owned seventeen CD’s. How many CD’s did Marco have? Have the class member solve the equation and answer the question. Give each team an equation on a 3 x 5 card. Have them work together to write a situation for their equation and find the solution. When the teams have finished writing, have their scribe copy their equation and solution on the top of a transparency page and write the situation on the bottom half. The equations are covered up, so the class sees only the situation, not the equation. All equations should be recorded on an assignment paper. Procedure: 1) When the transparencies are completed, choose a team member to come to the overhead and put the transparency with the equation covered on the overhead for the class. 2) The other teams get a few minutes to work to write an equation for it. 3) The person at the overhead chooses any person in the class to come write the equation on the board, and to explain why he/she thinks that equation works. 4) The person at the overhead then uncovers the original equation and the two equations are compared for equivalency. 5) If the person being challenged was correct, that person’s team is given points, treat etc. If not, the challenging team earns points. This activity gives an excellent opportunity to write and discuss the language of mathematics, to reason, represent mathematical ideas using correct notation, connect mathematics to a real-world situation and to problem solve. Allowing teams to work together, then requiring individual accountability through the selection of “a” person to respond to the class reduces risk and engages all students. Discussion about extraneous and important information will be a natural result as well as operations and order of operations. Cards: ½ x + 1 = 7 9 = x/3 + 5 x/4 – 3 = 2 6 + 4x = 26 3x + 3 = 18 20 = 2x – 10 x/10 + 5 = 7 3x + 5 = 95 2x + 1 = 13
Page 1 and 2: LESSON PLAN Lesson Title: Equations
Page 3: Possible Equations for Finding Mr.

LESSON PLAN - Granite School District

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