
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
 The student will solve linear equations in one variable.
 The student will explain each step in solving a simple equation.

Prior Knowledge: What prior knowledge should students have for this lesson?
 Identify like terms.
 Distributive property
 Properties of equality.

Guiding Questions: What are the guiding questions for this lesson?
 What is our goal when we want to solve an equation? (Answer: Determine the value of the variable for which we are solving.)
 What does solving mean? (Answer: We need to get the variable completely by itself on one side of the equal sign.)
 How do we get to the end result? (We must take a step by step approach.)
 Why is it important to be able to explain each step in solving an equation? (So that we can express our thoughts to one another, explain our thinking, and describe mathematical processes with precision.)

Teaching Phase: How will the teacher present the concept or skill to students?
The students will complete a bell ringer to assess prior knowledge.
Solve and Justify bell ringer.docx
Answers to bell ringer:
 3x  6
 x = 2
 7x
 x = 2
The teacher will discuss errors and review if necessary the adding like terms, the distributive property, and the properties of equality.
The teacher will then present the following statement and video:
"There are certain rules we must follow while completing a math problem. Otherwise, different people will get different answers. Check out this video."
Wonderful Math Calculation!
"As you can see, if we do not follow rules in math, we get a mess."
"Today we are going to solve equations using rules and properties that we have already learned. We are going to justify each step so that we can prove our solutions are correct."
The teacher will present the following equation and table to complete together with the class. The teacher will show work as needed as he/she completes the table.
The student will solve a multistep equation justifying each step.
STATEMENTS

REASONS

4(x+1)  2x = 6(x1) + 14


4x + 4  2x = 6x + 6 + 14


2x + 4 = 6x + 20


8x + 4 = 20


8x = 16


x = 2


Answer:
Solve and Justify Teaching Phase Key.docx
STATEMENTS

REASONS

4(x+1)  2x = 6(x1) + 14

Given

4x + 4 – 2x = 6x + 6 + 14

Distributive property

2x + 4 = 6x + 20

Combining like terms

8x + 4 = 20

Addition property of equality

8x = 16

Subtraction property of equality

x = 2

Division property of equality


Guided Practice: What activities or exercises will the students complete with teacher guidance?
The students will fill in the blanks of the proof table. The teacher will circulate around the classroom assisting when necessary.

Statements


Reasons


5(x  2) + 6 = 2(x + 4)  5


Given

1) 


Distributive property


5x  4 = 2x + 3

2)



3x  4 = 3


Subtraction property of equality

3) 


Addition property of equality


X = 7/3

4)


Solve and Justify Guided Practice Key.docx

Statements


Reasons


5(x  2) + 6 = 2(x + 4)  5


Given

1) 
5x  10 + 6 = 2x + 8  5 

Distributive property


5x  4 = 2x + 3

2)

Combine like terms 

3x  4 = 3


Subtraction property of equality

3) 
3x = 7 

Addition property of equality


X = 7/3

4)

Division property of equality 

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The student will solve the equation, justifying each step. (Independently)
Statements

Reasons

3(x + 3) – 5x = 2x + 5(x – 1)












Answer:
Solve and Justify Independent Practice Key.docx
Statements

Reasons

3(x + 3) – 5x = 2x + 5(x – 1)

Given

3x + 9  5x = 2x + 5x  5

Distributive property

2x + 9=7x  5

Combining like terms

9 = 9x  5

Addition property of equality

14 = 9x

Addition property of equality


Division property of equality

The teacher will check for accuracy and address errors. (Optional: Let the students trade papers and look for errors before you go over the answers.)
Let's try an equation with fractions.
Solve:
½x + ¾x  5 = 2x + 3  ¼x
We can eliminate fractions by multiplying both sides by the least common multiple of the denominators. In this case it is 4. If we multiply every term by 4 we will get . . .
2x + 3x  20 = 8x + 12  x
Our next step is the combine like terms . . . 5x  20 = 7x + 12
Next subtract 7x from both sides . . . 2x  20 = 12
Next step is the add 20 to both sides . . . 2x = 32
Finally we will divide both sides by 2 . . . x = 16.
Students will try the following handout for more independent practice.
Solving Equations and Justifying Each Step Independent Practice.docx
Answers:
Solving Equations and Justifying Each Step Independent Practice Key.docx
The teacher will check the assignment for accuracy and review when needed.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will give the following assignment to check for understanding (Summative assessment):
Solving and Justifying Closure Activity.docx
Students will complete at the end of class and turn in as they exit. The teacher will check for accuracy and return the assignments the following day to discuss answers and address errors.
Answers:
Solving and Justifying Closure Activity KEY.docx

Summative Assessment
The teacher will use an exit activity that each student will complete individually to check for student understanding.
Solving and Justifying.docx

Formative Assessment
A bell ringer will be used to assess the students' prior knowledge. Students will complete assignments (proof tables) throughout the lesson that the teacher can use to check for understanding.
Solve and Justify bell ringer.docx

Feedback to Students
As students complete the proof tables, the teacher will check the tables for accuracy and give instruction or review where necessary. The students will use the corrected tables as a guide to further their understanding as they complete work independently.