• Printer Friendly Version

Subject

Math, Science & Technology

Description

Students will use manipulatives to solve algebraic equations and write equations by looking at a picture.

Objectives

• Students will write an equation represented by a model.
• Students will solve one-step equations.

Materials

• SMART Board (if available), laptop, projector, SMART Notebook software
• red and yellow counter chips
• paper cups
• equation mat (students can create by drawing a line down the middle of a sheet of paper)

Duration

Approximately 45 minutes, one class period

Procedures

• Do Now: Give students equations that involve missing numbers. Example: 3 + 7 = __ + 8 What number makes the statement true? Discuss the concept of equivalence.
• Show students picture of scale with a paper bag and blocks. Discuss: How would you find out how many blocks are in the bag? How is a scale like an equation?
• Hand out materials. Students will manipulate chips to find out how many chips belong in the cup to balance the equation. Ask students to write the equation represented by the model.
• Students will solve additional equations using models (see assessment).

Assessment

• Students will write an equation represented by a model with 80% accuracy.
• Students will solve one-step equations with 80% accuracy.

Support Materials

The following documents are used in the execution of this lesson plan.

solving using models.notebook

solving using models.pdf

SMART Board

This lesson was designed for use with a SMART Board and SMART Notebook software.

Related Academic Standards

New York State

NY-5.NF.5b Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case). Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence a/b = a/b x n/n to the effect of multiplying a/b by 1.

NY-7.NS.1b Understand addition of rational numbers; p + q is the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.

NY-7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.

5.NF.5.b Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n*a)/(n*b) to the effect of multiplying a/b by 1.

7.NS.1.b Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.

View All