Kylee Dewey

Audience Description: This lesson plan has been designed for 8th
grade math students in first hour. The class has 23 students and their
desks are arranged into rows and columns. This group of students is
eager to participate although they dont always grasp the content
quickly. By this point, they will have learned about one and two step
equations.
Lesson Title: Solving with Variables on Both Sides of the Equation
Length of Lesson: 47 minutes (8:10 9:57)
Objectives:
Students will be able to use a balance in order to show the
steps in solving equations. (Apply)
Students will be able to solve equations with variables on both
sides of the equal sign. (Apply)
Standards:
Domain: Expressions and Equations 8.EE
Cluster: Analyze and solve linear equations and pairs of
simultaneous linear equations.
Standard: 7. Solve linear equations in one variable.
a.
Give examples of linear equations in one variable with
one solution, infinitely many solutions, or no solutions.
Show which of these possibilities is the case by
successively transforming the given equation into simpler
forms, until an equivalent equation of the form x = a, a =
a, or a = b results (where a and b are different numbers).
b.
Solve linear equations with rational number coefficients,
including equations whose solutions require expanding
expressions using the distributive property and collecting
like terms.
Anticipatory Set (10 minutes): Students will come into the room
and start on the bell work as soon as class begins. The bell work will
test their knowledge on two step equations so that they will be ready
to begin solving equations with variables on both sides of the equal
sign.
Solve:
1)
2x 5 = 7
x=6
2)
32 = -2p + 12
p = -10
3)
b/5 + 8 = 12
b = 20
The students will be given 5 minutes to work these problems on their
own. I will then have three students come to the board to show their

work. I will call on three other students to help explain the process that
they did to solve for the unknown variable.
Lesson Activities (30 minutes):
1. I will go to the National Library of Virtual Manipulatives online
and pull up the algebra balance scale. The students will be given
a packet to write their notes and to practice examples. I will have
a student come up to the laptop and type in 2x + 1 = 1x + 5. I
will ask the students if they notice anything different about this
equation compared to the ones they were working with before.
Have them write their answer with their bell work. They should
notice that there are variables on both sides of the equal sign.
Ask the students: what are we trying to do when we solve an
equation? They should know and be able to tell me that they are
trying to find the value of x. Ask: how are we going to solve for x.
Let them think about it, then discuss with someone near them for
30 seconds. Then let the students share their ideas.
2. By looking at the scale on the board, ask the students how we
would set up the equation using the blocks and balloons on the
website. There should be two x blocks and a 1 block on the left
and one x block and 5 one blocks on the right. Use the
suggestions of the students to solve for x. The goal will be to get
one x block by itself on one side. What can we take away to both
sides? 1 x block and then 1 one block. They will see that x = 4.
3. Do problems 2 and 3 in a similar way by bringing up students to
run the manipulative on the computer. When finished, as the
students how they are feeling with this by giving me a thumbs up
if they understand and a thumbs down if they dont.
4. Tell students to grab a chromebook. They should go to
https://www.mathsisfun.com/algebra/add-subtract-balance.html
Demonstrate how to use the balance. Students will get further
practice balancing equations. Let them practice on their own for
2 minutes. Then hand out a worksheet for the students to write
their process. They will have to solve three equations from
mathisfun. They will write the equation the website has given
them. Then they will record each and every step that they typed
in in order to solve the equation. With this website they will only
be allowed to add/subtract 1 x block or 1 one block at a time.
Ask the students what they think a simpler way to write each
step would be. Instead of writing -x -x -x, they can just
write -3x. How many xs did you take away from both sides?
5. Have the students return the chrome books to the cart.

Closure (7 minutes): Have the students continue working on their

notes packet. I will be walking around to make sure that the students
are correctly solving for each variable.
Formative Assessment: I try to incorporate a lot of chances for
feedback throughout the lesson. The bell work problems let me know
whether or not the students understand what they have learned
previously and gives me a chance to correct any misconceptions. I ask
the students whether or not they understand by giving me a thumbs
up or thumbs down. I will also check for understanding simply by
looking over students work to make sure they are doing the problems
correctly.
Resources: NLVM, mathisfun.com, Chromebooks, Variables on both
sides notes, handout for balance.