*Please note, lesson plans are subject to change.

Unit Title: Unit 5: One-Step Equations

Date: Week 2 (5 days)
Opening (Engage)
PRIORITY STANDARD

Standards

MCC6.EE.5.
Understand solving an equation or inequality as a process of answering a question: which values from a
specified set, if any, make the equation or inequality true? Use substitution to determine whether a given
number in a specified set makes an equation or inequality true.
MCC6.EE.8.
Write an inequality of the form x < c or x > c to represent a constraint or condition in a real-world or
mathematical problem. Recognize that inequalities of the form x < c or x > c have infinitely many
solutions; represent solutions of such inequalities on number line diagrams.
SUPPORTING STANDARD
MCC6.EE.7.
Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and
px = q for cases in which p, q, and x are all nonnegative rational numbers.

)Question(sEssential

Essential Question 1
How do I use inverse operations to solve one-step equations?
Essential Question 2
How do I use models to represent one-step equations?
Essential Question 3
How are the solutions of equations and inequalities different?
Essential Question 4

How do I use models to represent one-step equations?

Essential Question 5
How do I use inverse operations to solve one-step equations?

Mini Lesson yVocabular

*Please note, lesson plans are subject to change.

Inequality---Graph of Inequality---Solutions set of an Inequality---ray---One Step Equation---Solution--Property of Equality for Addition and Subtraction---Property of Equality for Multiplication and Division
---Inverse Operations
KEEP IT EQUAL

Day 1

Students will work together in pairs. Each pair will have counters and brown paper bags.

Each bag represents one x.

Students will cut out the equation cards, shuffle them and place them on the desk.

Each student takes turns drawing a card and modeling the equation using the bags and
counters.

The students will work together to solve the equation. They will continue to do that until
all cards are drawn.

FAL: PRE-TEST
Day 2

Students will take a pretest for the Who Has Faulty Thinking formative assessment lesson.
FAL: DISCUSSION

Day 3

Students will summarize main points from the previous class discussion

ONE-STEP EQUATION BINGO

One-Step Equation Bingo

Day 4

Students will fill in the spots on their bingo card using numbers ranging from -20 to 20.
Each number can only be used once. This helps create a unique bingo card for each
student.

The teacher will read an equation from their list. The equation can be written or projected
on the board for all students to see.

The students will solve the equation and see if their solution matches to any number on
the bingo card. Continue until a student has 5 in a row vertically, horizontally, or
diagonally.

The teacher will verify to make sure that the student has answer each equation correctly.

*Please note, lesson plans are subject to change.

TRASHKETBALL
Day 5

Teacher will review a sample problem related to the game.

Play the game.

Day 1

PERFORMANCE LESSON TASK: Set It Up

Group I (below-level):

Students will work on the Set It Up lesson task. Students will work on Part 1 problems 1
4.
Group II (on-level):

Students will work on the Set It Up lesson task. Students will work on Part I and Part 2
problems 6 9.
Group III (advanced):

Day 2

Differentiated Instruction/ Small Group/Task

Work Session (Explore, Explain, Elaborate)

Formative assessment data will be used to determine groups.

Students will work on the Set It Up lesson task. Students will work on Part I and Part 2
problems 1- 10 a e.

FAL: Who Has Faulty Thinking

Group I (below-level):

Students will participate in a whole-class discussion, in which the teacher models the
activity briefly for students, using the examples on the projector resource.
Group II (on-level):
Students will participate in a whole-class discussion, in which the teacher models the
activity briefly for students, using the examples on the projector resource. Be prepared to
present your ideas to the class.
Group III (advanced):
Students will participate in a whole-class discussion, in which the teacher models the
activity briefly for students, using the examples on the projector resource. Be prepared to
explain how your solution to the class. Must show your work in a logical organized
manner.

Day 3

*Please note, lesson plans are subject to change.

FAL: Who Has Faulty Thinking
Group I (below-level):

The teacher will provide students with counters and bags to use to complete the
collaborative activity in which students will match cards A, B, C and D. Cards A are
statements. Cards B are equations. Cards C are Real-World Situations and Cards D are
solutions.
Group II (on-level):

Students will complete the collaborative activity in which students will match cards A,
B, C and D. Students are to match Cards A, B, C and D.
Group III (advanced):

Day 4

Students will complete the collaborative activity in which students will match cards A, B, C
and D.. Students will be given blank cards and will have to create additional
statements, equations and real-world situations to match the solutions given.

PERFORMANCE LESSON TASK: Agree or Disagree

Group I (below-level):

Students will fill in the table and draw a model for 2 equations and 2 inequalities.
Group II (on-level):

Students will fill in the table and draw a model for 3 equations and 3 inequalities.
Group III (advanced):

Students will fill in the table and draw a model for each problem.

Day 5

*Please note, lesson plans are subject to change.

PERFORMANCE ACTIVITY: R.A.F.T. Activity & Bowtie Task
Group I (below-level):

Students will complete a RAFT activity in which they will answer the scenario:
Assuming the role of a baker, students will explain how algebraic expressions impact
production amounts in a large bakery. How much bread will be made in two hours?
What supplies are need to make the bread? How much of each?
Group II (on-level):

Students will work in pairs to complete the bowtie task. Students must include an
explanation of the equation discussing how they chose which operation to use when
solving the problem and where to put each term in your equation. Highlight
terminology in the problem that helped you figure out your operation.
Group III (advanced):

Students will work in pairs to complete the bowtie task. Students will share the same
poster and students will work on their share problem on their side of the poster
individually using models and briefly explain their solution. Then they will discuss their
solutions and work together and agree on a solution and write their answer in the middle
of the poster.
Closing (Evaluate)

Prior to incorporating technology into my lessons as a method of assessment, I am aware that all of my
students do not have the resources to participate in BYOT; therefore, the math apps I have chosen to
incorporate will be accessible through laptops to ensure all students can engage in tasks. In addition to
this, there are limited resources available due to a lack of Title 1 funding; therefore, class sets of laptops
may only be provided for one day out of the week for distribution purposes. All students will complete
their Exit Tickets using a class set of laptops, in which their competency will be measured in relation to
the previously taught material in class for that day. All students will be given specific instructions on who
to conduct themselves and the tools used for completing their assignments independently.
*DAY 1: BUZZMATH*

Students will use this website-friendly app to constructively practice the method of inverse operations and
solving one-step equations. This will benefit students with competency and fluency to prepare them for the
next days assignment, in which they are to engage in error analysis in terms of the work of others. By
completing the practice offered through this website, students and teachers will receive feedback in terms of
performance. Teachers can use this for progress monitoring and data analysis to revisit standards and concepts.

DAY 2: ANALYZE AND INTERPRET

Students will write about the mathematical concepts covered in the lesson.

DAY 3: ANALYZE AND INTERPRET

Students will write 3 interesting things about the lesson, 2 things discovered and 1 question they may
have using the 3 2 1 strategy.

*Please note, lesson plans are subject to change.

DAY 4: JOURNAL REFLECTION

Students will write 3 interesting things about the lesson, 2 things discovered and 1 question they may
have using the 3 2 1 strategy.

DAY 5: JOURNAL REFLECTION

Students will write 3 interesting things about the lesson, 2 things discovered and 1 question they may
have using the 3 2 1 strategy.

Assessment
PreTest - (DOK Level 2 & 3 Questions)

PreTest consist of Multiple-choice questions and Constructed-Response questions.

PostTest - (DOK Level 2 & 3 Questions)

PostTest will mirror the pretest.

*Use the data from the assessments to drive your instruction!*