Schultz/MSSE 470M

Spring 2015

Lesson Folio 3- Lindsay Pilong

A. TITLE OF LESSON: Solving one-step equations
B. CONTEXT OF LESSON: Students have not yet seen any type of equations with variables at
this point. They understand how to do the simple arithmetic necessary to solve one-step
equations but have no experience with such equations. Students will be excited to learn how
to solve one-step equations because it is very applicable to real life situations.
C. LEARNING OBJECTIVES and ASSESSMENT:
Learning Objective

UKD
#

How will it be assessed?

Inverse operations of addition,

subtraction, multiplication, and division

K1

This will be assessed again when we

play the 4-corners game, as I can see
which students are not confident in
where they are going and who can and
cannot explain why they chose the
corner they did, this will be recorded
on an observation checklist.

The equal sign signifies that two things

are equivalent

U1

This will be assessed as part of the

exit card where they will be asked to
complete a sentence using this
definition in their own words.

Solve one-step equations involving

addition and subtraction.

D1

This will be assessed as part of the

exit ticket as well, if students get the
second question incorrect, they are
unable to solve these equations.

When solving one-step equations,

whatever you do to one side you must
do to the other.

U2

This will be assessed as students are

creating a general procedure for
solving equations, I will be collecting
their initial thoughts on this so that I
can see who understood this quickly
and who did not. I will also be
observing students group discussions
as they create a general procedure and
will take note of whether they
understand this or not on an
observation checklist. This will also
be assessed as part of the exit ticket, if
students solve the equations without
doing the same thing to both sides,
then they do not understand this
objective.

A solution to an equation is a value for

K2

This will be assessed as part of the

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Spring 2015

the variable that makes the given

equation true.

2
exit ticket as students solve for an
unknown variable, as well as while
students are working in groups to
create a general procedure for solving
equations. I will be walking around to
observe this in an observation
checklist.

1. RELATED 2009 VIRGINIA STANDARDS OF LEARNING:

6.18: The student will solve one-step linear equations in one variable involving whole
number coefficients and positive rational solutions.
2. MATERIALS NEEDED: I will be responsible for all materials for this lesson which
include a slideshow with the various questions I will ask throughout the lesson (what
does = mean?, the sample equations 5+8=7+6, and 3.4+0.51=3+0.5+0.4+0.01 etc.),
papers with the words Addition, subtraction, multiplication, division to be taped in each
corner of the room BEFORE class begins, statements/questions to be used during the
four-corners game, observation checklists for assessing student understanding and
knowledge throughout class, and exit cards with the questions printed on them.
3. PROCEDURE:
Time
15
min.

Mathematical Tasks to be Used,

Teacher Thoughts/Actions/Questions

Anticipated Student Comments,

Questions, Actions, and Strategies

I will begin the class with a warm-up of

sorts. I will have the question What does
= mean? on the board and let students
think about this alone for a few minutes,
then talk with their neighbors about what
they think.

As students come into the classroom

they will begin to think about the
question on the board, and then begin to
discuss the question with the person
sitting next to them. Some of the things
students could think as they discuss this
I will then ask for students to give me some question are as follows
of their responses, which I anticipate may
-Equals
look something like this (but of course, is
-Tells you something is the same as
subject to the students):
something else
-Equals

-Tells you two things are equal

-Tells you something equals something else -Says what the answer is to whatever is
-Tells you something is the same as
on the other side
something else
-equivalent to
-Signifies where to put the answer to
whatever is in front of it.
-Equivalent to

After students discuss and share their

answers with the class, they will be
shown the list of equations and will talk

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Spring 2015

After we generate this list, I will show the

students a few equations and ask if the
equation is true or not, a few examples I
may use are
5+8 = 7+6
3.4+0.51=3+0.5+0.4+0.01
4x5 = 10x2
We will then have a discussion based on
their answers. If they tell me the equation
is true, Ill bring it back to their answers to
what the equal sign is that they generated
before. Using the sample list above I may
ask,

to me about whether they are true or

not. Some students may say yes the
equation is true because those things
are all the same, or because theyre all
equal to the same thing, or because
theyre equivalent. Some students may
think the equations are not true because
the right is not the answer to the left, or
because they are two separate
expressions and equal signs belong
between an expression and an answer.

As I ask them questions related to their

answers to the warm-up question,
students may begin to understand what
is going on. They will talk in small
you said 5+8=7+6 is true but if the equal
groups about these expressions and the
sign signifies the answers, is 7+6 the
meaning of the equal sign. Students will
answer to 5+8?
hopefully be able to see that because
the two expressions are equal to the
and in a similar fashion, you told me an
equal sign signifies two things are the same same thing, they are considered to be
equivalent expressions, and thus the
but certainly, 4x5 is not the same thing as
equal sign is rightfully placed. Other
10x2
students may still struggle to see how
From here I will ask students again to
two expressions could be equal,
discuss what they think the equal sign
because they think equal signs signify
means in groups. After a few minutes we
an answer.
will come back together and I am hoping
When we come back together as a
students will see that the equal sign is a
class, the majority of students should
symbol to signify equivalence rather than
understand that an equal sign
the many other things they first thought.
symbolizes two equivalent things.
15
min.

Now that the class understands the equal

sign, I will put some example problems on
the board and have students work in small
groups to find equivalent expressions. (a
list of examples and anticipated answers is
attached)

Students will look at the example

problems on the board and work in
groups to find equivalent expressions.

After about 5 minutes Ill bring the class

back together and generate a list of
equivalent expressions for each example
and we will talk about why the expressions
the students came up with are correct or
incorrect.

Some students may be confused by this

and think that the only equivalent
expression to 5+4 is 9. However,
through asking questions and relating
this task to the discussion we had
previously, students should begin to see
that there are numerous expressions that
are equivalent to an expression like
5+4.

This process will emphasize the meaning

Some students may come up with many

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Spring 2015

of the equal sign for the students. They will

see so many different expressions for
which and equal sign between them is a
true statement. This will help students see
that two expressions are equal if the
expressions are equivalent.

different additive expressions like 9+0,

3+6, 2+7. Others may do this but use
more than 2 integers like 1+3+2+3.
Some students may use subtraction like,
20-11, 30-21, 18-9, or 20-5-4-1.
Some students may even be able to use
multiplication or division and give
answers like 9x1, 3x3, or 18 2.
If there are some very advanced
thinking students in the class, some
could even come up with expressions
that combine operations like 20-15+4,
202-1.

20-25
min.

Now we will move to solving equations

without variables, I will give them an
equation that looks like
6+9=__+3
In their same groups Ill have students
answer this question and have them share
their responses and justifications for their
responses with the class.
From here I will ask, how did you know
12 goes in the blank without guessing and
checking? What can we do to get the blank
by itself on one side?
From here Ill have students again discuss
in their groups how they think they could
get the blank by itself. As students work,
Ill walk around and see what students are
thinking and take note of these methods on
an observation checklist (example is
attached)

Students will work with their groups to

try to find the number that belongs in
the blank. Many students will most
likely use a guess and check method
and plug in numbers until they find one
that when 3 is added to it give you 15,
just as 6+9 does. Other students may
first re-write the equation as 15=__+3,
and may be able to know that 12 goes
in the blank (again in a guess and check
sort of fashion).
Once students share their responses
with the class, we will most likely have
come to the conclusion that 12 belongs
in the blank. They will then discuss
with their groups possible methods to
get the blank on one side.

Some students may be completely

confused by this and could be lost.
They could say crazy things like
We will then come back together as a class multiply by 2 or add 5 (where middle
and I will have groups present their ideas to schoolers come up with ideas
sometimes is beyond me). However,
the class (who presents and when will be
some students could have the basic
selected by me so that the discussion can
concept down but not fully grasp the
be productive to students understanding
methods. This student may realize that
how to solve equations).
they had to find a number that when
Some students may think that you cannot,
adding three to it, gives you 15, so the
or by subtracting the three from the right
number we are looking for is 3 less than
side, you get x by itself. To these students I 15 but then be stuck and not realize

Schultz/MSSE 470M

Spring 2015

could ask, so you subtracted 3 from the

right hand side, now we have 15=__, but is
that the number we found should go in the
blank? Why do you think our equation
changed when we subtracted the three?
What could we do so that we could subtract
the three but not change the equation?
Other students may realize you subtract
three from both sides but not know why
were subtracting three. To these students I
could ask, what if we multiplied both
sides by 3? What is happening when we
subtract three that makes the problem
easier? Why is it subtraction that is helpful
here and not another operation?
After the students see what their classmates
have done we will discuss why some of the
ideas are incorrect and why some are
correct, this will end in the students
realizing that they had to subtract 3
because it is the inverse operation and that
they had to do it to both sides so that the
expression would be equivalent.
I will then ask what we could use to
represent the number in the blank when we
dont know it. Students could give me a
variety of answers including the blank
itself, a question mark, and letter, etc. We
will then choose a letter as a class to use as
our variable (for the remainder of this
lesson plan we will assume the chosen
letter is x).
From here we will see that 6+9=__+3 can
be written as 6+9=x+3, and then instead of
having 12=___ we have that 12=x, and
thus 12 is the solution to the equation.
Before moving on, very briefly I will ask
students, What if I gave you the following
equation, 8=x+3 and told you that the value
of x was 7? Students may tell me
-You are wrong, x cannot be 7.
-The numbers in the equation are wrong

what to do from here.

Other students may think in a similar
way and realize, if we just subtract 3
from 15 we get 12, and if we subtract 3
from ___+3 we get ___, which is
exactly what we were trying to do!
Students will then watch and listen as
other classmates show their ideas.
Hopefully as we move through these
ideas, students are able to see their
thoughts being used by others or see
new ideas that they might not have
thought of but make a lot of sense to
them.
Then the students will be asked what
we could use instead of a blank and
they may answer with a question mark,
a letter, etc.
Once we choose a letter as a class the
students will see that theyve just
solved an equation! Specifically the
equation 6+4=x+3 or 10=x+3.
Students will then be presented with a
question that may confuse them quite a
bit. Some students may just think I am
wrong and made a mistake. Others may
tell me that there is no way x can be
equal to 7, that it is just wrong. Others
may think the opposite way and tell me
the equation is wrong. This is exactly
what I want the students to see, that x
can be any value, but to make a specific
equation true, it is a certain value.

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Spring 2015

-The equation is not true

From this brief discussion, students will
see that a variable can be any value, but to
make an equation true, there are limitations
to what its value can be.
15-20
min.

We will then try to generalize the steps we

used to solve for the variable in the last
problem. I will ask students to try to write
down a generalized list of steps or
procedure to solve any equation with one
variable, individually. This I will collect,
not for a grade but for me to be able to look
over them later and see who is grasping
these concepts as we discuss them in class
and who is lost, so that we can take a better
approach to learning new things in the
future if need be.

Students will be asked to pull out a

piece of blank paper to create a
generalized list of steps or procedure
they would use to solve any equation
with one variable, individually. Some
students may only be able to think of
this in terms of the last problem and
will struggle to generalize it. These
students may only be able to come up
with, first, subtract the number on the
same side as x from both sides, and
then you will have the answer.

Once collected, I will have students talk in

their groups about what they thought.
Some students may ask questions like, I
dont get what you want us to do, you just
subtract 3 from both sides, thats it. To
these students I will ask, what if instead of
x+3 on the right hand side, it said x-3, then
what would you do? How can you write
that in a way so that when I read your
steps, I could solve both equations?

Other students will be able to

generalize this process a bit more. They
may say move all non-x values on the
same side as x to the other side by
doing the opposite (or inverse)
operation.

If a majority of students understand this

concept and are creating a good list of
steps, I will have them share their ideas. If
not I will give them the list of equations
below to help guide their thinking.
x+4=12
9+x=20
3=x-17
10=8+x
I will then say, give me a list of steps so
that I can use that ONE procedure to solve
ALL of these problems.
Hopefully this will help students to grasp

After they think about this on their

own, their work will be collected and
then students will be able to talk about
this in groups. Some students may still
be lost while others Im sure will have a
firm grasp of inverse operations and
their use in solving equations. Some
students may still struggle and could
ask questions like, should we write
separate steps for all types of
equations? (the answer is obviously
no, students are being asked to write a
procedure to solve ALL equations).
If the majority of students are grasping
this concept, they will share their ideas
and learn from their peers. If not, they
will be presented with the list of
equations and continue to try to find a
general procedure.

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Spring 2015

the idea of using inverse operations. Once

students have a good sense of a general
procedure, we will write the steps each
group comes up with on the board, and as a
class, we will combine them to make one
general procedure. I will then put the
following problem on the board,
167=x-452
I will try to solve this problem in front of
the class using the steps they gave me,
asking for student input on WHY Im
doing each of their steps, hoping to call on
students Ive noticed are not quite with me
on this procedure so that they can be
walked through the why along with me.
If a student cannot tell me why, I will ask
another student to explain it and then come
back to that student and have them explain
it now that theyve heard a classmate
explain it.
If the students steps are incorrect, we will
see that in my doing the problem, and we
will fix them as needed, as a class. By the
end of this we will have generated a
procedure that looks something like this
(but of course is subject to the students!)
1. Identify the variable you are trying to
solve for.
2. For each non-variable term on the same
side of the equation as the variable, apply
the terms inverse operation to both sides
of the equation. (This will be done as many
times as there are non-variable terms- so
far the students will have only seen onestep equations)

Some students may work out each of

the problems, writing down their steps
as they go. This is very helpful and
hopefully they may see some patterns
that can help to generalize solving
equations.
Some students may be confused about
there being an x on either side of the
equal sign and stress about moving it to
the right, which could confuse them.
After students have a general grasp, we
will write the steps on the board and we
will combine them to create one
procedure.
They will then watch as I try to solve
new equations using these steps.
Students will be called upon to explain
why I am doing each of the steps they
told me to. Some students may say that
I should add 452 to both sides but wont
be able to tell me why. As other
students explain why, these students
who did not know will be called upon
again to explain what their classmate
just did in their own words.
Other explanations as to why could
include, by adding 452 to both sides,
we are getting rid of the 452 and so x is
by itself. We are doing this to both sides
so that we keep the equation equal.

3. Now the variable will be alone on one

side, simplify the other side to find the
value of x that makes the equation true.
10
min.
(TIME

We will then play a game to help students

remember inverse operations. Each corner
of the room will be labeled add, subtract,

Students will stand and listen to the

statements called, and move to a corner
of the room based on what they think

Schultz/MSSE 470M

PERM
ITTIN
G)

Spring 2015

multiply, divide.
I will call out statements and the students
will move to the corner of the correct
operation to use. (the list of statements is
attached)
After each one I will call on students to
explain why they went to the corner they
did, making sure to call on students who I
know are not quite sure of what is going
on, as to help them understand better. I will
keep track of which students get answers
incorrect (or are not sure- the students who
linger and go where everyone else goes are
not confident in their answer and thus
probably dont fully understand the
concepts) on an observation checklist
(again, an example is attached), as well as
students who can give me good
explanations for why and who cannot.

5 min.

I will give students an exit card with three

problems on it
1. Fill in the blank: An equation is true if
______________.
For problems 2 and 3, determine a value
for x that makes the equation true, showing
all work you did to get this value for x.
2. x+7=19
3. 3x=15
Students will complete this individually
and hand it in as they leave for the day.
Students will not have seen an equation
with a variable coefficient yet, however
this will be useful for me to see who is able
to apply what we did in class to this new
equation. This will give me a good sense of
both how well students understood the
lesson today, and where I should begin
tomorrow when we move to solving
equations with multiplication and division.

the correct operation to use is. Many

students may just follow the smart
kids, but their wandering eyes and
slower movement will indicate such.
When asked why a student moved
where they did, I will call on someone I
think might not really know. This
student could have no idea and not be
able to answer, or they could say
because its the inverse of what you
just said, when pressed for why its the
inverse they may say because it will
cancel the original operation, they may
say because we learned it was the
inverse when we learned inverse
operations. If a student understands
they could tell me that when applied to
the situation in the statement, it will
cancel the term, which is exactly what
we want to do.
Students will complete the exit card
individually to the best of their abilities.
Using the procedure we generated as
a class to solve the equations, and using
what they learned from the discussion
on the meaning of the equal sign to
answer the first question.

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Spring 2015

4. MEETING THE NEEDS OF ALL STUDENTS:

During the lesson, students will be given very loose requirements as to how to think
about the meaning of an equal sign, and how to solve an equation for an unknown value.
This will let students think about solving equations in their own way. Students may come
up with a variety of great strategies and reasons for why these strategies work. This is
great for students to be able to think in their own way and to see how other students think
too. This differentiates learning by allowing students freedom in how they think about
solving equations; this activity is flexible and differentiated for each learner.
After students have created a procedure for solving equations they will play a fourcorners game. This is great for kinesthetic learners as they will be able to get up and
move around the classroom while still learning and doing math.

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Spring 2015

10

List of Expressions and possible student answers to be used in the second step of the
lesson, where students will find multiple equivalent expressions.
**Students could use a variety of other methods including creating expressions using
more than two terms, using more than one operation, or using other operations like
division. These anticipated responses are what I anticipate most of the 6th grade students
will think of, but I of course could be wrong!**
1. 5+4=
a. 9
b. 8+1, 3+6, 7+2
c. 10-1, 15-6, 19-10
d. 3x3, 9x1
2. 9+5=
a. 14
b. 10+4, 9+5, 7+7
c. 20-6, 15-1, 16-2
d. 7x2, 14x1
3. 39-17=
a. 22
b. 20+2, 15+7, 21+1
c. 30-8, 23-1, 25-3
d. 2x11, 22x1
4. 22-7
a. 15
b. 10+5, 11+4, 5+10
c. 20-5, 16-1, 32-17
d. 5x3, 15x1
5. 9+7-3
a. 13
b. 10+3, 9+4, 5+8
c. 20-7, 15-2, 14-1
d. 13x1

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Spring 2015

11

List of Statements for the 4 corners game:

These statements are prototypes and the questions involving equations can be tailored
to whatever the students need more practice with. I could ask the same question multiple
times, and may not ask more advanced questions if the students dont seem ready yet.
1.
2.
3.
4.
5.
6.
7.
8.
9.

The inverse operation of addition is

The inverse operation of multiplication is
The inverse operation of subtraction is
The inverse operation of division is
If given an equation with x+7 on one side, what operation would
you use to get x alone on that side?
If given an equation with x-8 on one side, what operation would you
use to get x alone on that side?
If given an equation with 6timesx on one side, what operation
would you use to get x alone on that side?
If given an equation with x divided by 4 on one side what operation
would you use to get x alone on that side?
If given an equation with 6+x on one side what operation would you
use to get x alone on that side?

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Spring 2015

12

Observation Checklist Outline:

This will be handwritten as it will be used as a formative assessment as I walk around the
classroom to observe student understanding.

Student
Name

Are they
working to
understand?

Do they understand
what is happening
in solving
equations?

Notes

Confident on
inverse
operations?

Sally
Smith

yes

yes, doing most of

the work in her
group

Sally really understands

and is helping her peers
to understand

Yes, always
leading the
charge to the
correct corner

Joe
Ford

Sometimes

no, but Joe is

asking questions
and trying to
understand how to
solve equations.

Joe is not quite grasping

the idea of inverse
operations but is asking a
lot of questions and is
slowing beginning to
understand as he works.

Sometimes.
Very
confident on
addition and
subtraction,
not so much
on
multiplication
and division.

Etc...
Lesson Folio: Rubric for Lesson #___
Criterion
Alignment
of
Mathemati
cal
Context,
Standards,
and
Objectives
Weight = 2

On Target (3)
Clear alignment between:

the mathematical context of the

lesson,

appropriate state and national

standards, and

the objectives for the lesson

(understand, know, do).
Objectives identify specific
measurable and observable learning
behaviors and are clearly and
concisely written.

Developing (2)
Context, standards,
and objectives, are
aligned. Some
objectives are
unclear or do not
identify observable
or measurable
behaviors.

Novice (1)
Context, standards,
and objectives, are
not clearly aligned.
Most objectives are
unclear or do not
identify observable
or measurable
behaviors.

Unacceptable (0)
The context,
standards, and
objectives are not
included or are
inappropriate.

Schultz/MSSE 470M
Materials
and
Procedures
Weight = 2

Spring 2015

Thorough detail of what is to occur in

the lesson is provided, including:

a list of needed materials,

procedures to be followed by the

teacher,

descriptions of each task to be

given to students, and

possible student responses or

behaviors
The listed materials and procedures
are appropriate for the lessons
objectives.

Mathemati
cal
Correctnes
s and
Appropria
teness
Weight = 3

Assessmen
t
Weight = 2

Organizati
on and
Presentati
on
Weight = 1

The description of
the lesson is
economically
written and needs
further
clarification. or not
all materials,
questions, tasks, or
activities are
included.

13
The description of
some parts of the
lesson is unclear or
not all of the listed
materials and
procedures are
appropriate for the
lessons objectives.

Major components
of what is to
transpire during
the lesson are
confusing. Little
evidence in
material/procedure
planning.

The mathematical
content presented in
the lesson is
incorrect.

The listed
materials and
procedures are
appropriate for the
lessons objectives.

The mathematical content in the lesson

is:

Correct

Developmentally appropriate

Presented in a student-centered
manner, focusing on student
understanding and engaging
students in the five NCTM
Process Standards

The mathematical
content in the lesson
is correct and
developmentally
appropriate, but is
not presented in a
student-centered
manner.

The mathematical
content in the lesson
is correct but not
developmentally
appropriate.

Strategies to assess student learning

are:

aligned with learning objectives,

appropriate for their purpose,

and

clearly articulated.

Assessment
strategies are both
aligned and
appropriate, but
not clearly
articulated.

Assessment
strategies are not
aligned with
learning objectives
or inappropriate
for their purpose

No assessment
strategies are
included.

Plan is:

complete,

well-organized, and

has a professional appearance

free of typographical or
grammatical errors

Each section is
complete and
organized. Some
(1 or 2) errors
present.

Some sections are

only partially
complete (key
information
missing) or lack
organization. Some
(1 or 2) errors may
be present.

Unorganized,
incomplete
(sections missing),
or in need of
proofreading (at
least 3 errors).

Total Score: