Week+6+Lesson+3



**oou too can Learn Two-Step Equations through Manipulatives**
 * Subject Area:** Math **Grade** 7U

In 6th grade, the students learned how to solve one step equations through algorithm. The purpose of this lesson is for students to solve two step equations through conceptual and representative methods. Algorithms for solving two step equations will be taught later and not included in this lesson. Students will be heterogeneously ability grouped and provided activities via interactive manipulatives, video illustrating using Algebra Tiles, and solving two step equations on a Word document depicting Algebra Tiles.
 * Lesson Summary:**

Differentiated Instruction Small group or pairs || Varied || Music, physical movement, technology, sports || kinesthetic, visual, interpersonal || (not identified LD) || Differentiated Instruction Small group or pair Hands-on activities || Varied || Music, technology, sports, || kinesthetic, interpersonal, visual, auditory || Small group or pairs Hands-on activities || Varied || Music, technology, sports || kinesthetic, visual, interpersonal ||
 * Diverse Learning Group Problems of Interest:**
 * Group || Needs || Abilities || Interest || Learning Styles ||
 * ADHD Students || Organization,
 * Low Ability Students
 * ESL students || Differentiated Instruction


 * Phase 1: Analysis of Learning and Teach Needs: **

Step 1: Determine Relative Advantage
 * What is the problem?
 * 1) Low math test scores in number computation and number sense
 * 2) Limited conceptual mathematical understanding.
 * 3) Minimal basic skills
 * What is the Relative Advantage?
 * 1) Immediate feedback to students
 * 2) Teacher free to work with students
 * 3) Organized engaging activities
 * 4) Hands-on activities, i.e manipulatives
 * 5) Culminating activity created by students

Step 2: Assess the Tech-Pack 1. Content Knowledge: 14 years of teaching math at the elementary and middle school levels. Continuous and on-going training in mathematical instruction. 2. Pedagogical Knowledge: Differentiated Instruction, student-centered learning, inclusion model, and multiple intelligences. 3. Technological Knowledge: Intermediate knowledge of Microsoft Office, YouTube, Internet, iPhone, PC and Mac computers.


 * Phase 2: Planning for Integration: (NTeQ Lesson Plan below responds to steps 3,4, 5).**

> materials and pictorial representations
 * Learning Objectives:** By the end of this lesson, the student will:
 * represent and demonstrate steps for solving two-step equations in one variable using concrete
 * utilize the interactive website "Model two-step equations with a Balance."
 * create a Word document illustrating the representation and solving of two-step equations using pictorial representations.

Model Algebraic Equations with a Balance [|Solving Two Step Equations using manipulatives and balance]
 * Materials Needed:**

Solving Two-Step Equations with Algebra Tiles video media type="custom" key="23554746"

One-step equation warm up

Modeling two-step equations

Culminating Activity Algebra Tiles

a Balance from Mathplayground.com || Solve one and two-step equations through interactive manipulatives || to illustrate steps and to solve two step equations || one and two-step equations. ||
 * Computer Functions and Data Manipulation:**
 * Computer Functions || Computer Applications || Data Manipulation ||
 * Internet || Model Algebraic Equations with
 * Create || Word || Complete the Word document using Algebra Tiles
 * Internet || YouTube || Watching and modeling the use of Algebra Tiles solving

By "learning" to solve one-step equations only through algorithm, students have not developed the conceptual and representative forms of mathematics. Conceptual-to-representative understandings are the underpinnings for successful transition to algorithms. By teaching students the conceptual-to-representative forms of mathematics first, will this ensure students' comprehension of two-step equations?
 * Specify Problem:**

The results will be shown through the accurate completion of Modeling Two-Step Equations and the culminating activity of creating/completing two-step equations Algebra Tiles Word document.
 * Results Presentation:**

Lesson Introduction: Lesson will be introduced through an one-step equation Warm Up with a follow up discussion.
 * Multidimensional Activities:**

Computer Activity: The computer activities include watching a video on solving one and two-step equations through Algebra Tiles, solving one and two equations using an interactive game entitled "Model Algebraic Equations with a Balance."

Supporting Activities: Completing a worksheet modeling two-step equations. Students will not attempt to solve.

Culminating Activities: Creating/completing two-step equations Algebra Tiles Word document.

Students will work individually for three minutes to complete the one-step equations Warm Up. After three minutes, the students will have one minute to talk about their processes and results with their seat partner. When the students' discussions end (one minute duration), the teacher will review with students their thoughts, procedures, and answers. The students will learn how to solve two-step equations using manipulatives. Information will be gleaned by the students through a video, interactive game, modeling practice sheet, and completing a Word document exhibiting models and solving two-step equations.
 * Lesson Introduction:**

Activities to be completed prior to going to the computer: 1. Pick up Modeling two-step equation worksheet. 2. Pick up Algebra Tiles || Activity 2 Activities to be completed prior to going to the computer: 1. Ensure the Modeling two- step equations with Algebra is completed and checked. || Activity 3 Activities to be completed prior to going to the computer: 1. Ensure the Modeling two- step equations is completed and checked. || 1. Log on to computer 2. Use Firefox as the web browser. 3. Watch and participate with the YouTube video bookmarked in the collaborative bookmarking website || At the computer: 1. Log on to computer 2. Use Firefox as the web browser 3. Participate with the game bookmarked in the collaborative bookmarking website. || At the computer: 1. Log on to computer 2. Double click on the Word document entitled two-step equation culminating activity. 3. Using the symbols on the worksheet, model the equation and process to solve the problems. 4. Print the document on the colored printer 5. Save work on thumb drive. || 1. Using the Modeling two-step equation worksheet and Algebra Tiles, model the two step equations using the Algebra Tiles. Equations are not solved. When all models are completed, students raise their hands and teacher checks results. || After the computer: 1. Using the Modeling two-step equation worksheets, model the equations and steps to solve the two-step equations. Use the symbols presented on the worksheet. 2. When all models are completed, students raise their hands and teacher checks results. || After the computer: 1. Review printed Word document for accuracy of the models. || 1. Create additional problems to model using Algebra Tiles 2. Using information gleaned from the video try to solve problems using Algebra Tiles. || Activity 2 1.Check results in the worksheet using a calculator. 2. Create steps to solve two-step equations without manipulatives || Activity 3 1. Check results in the completed Word document with a calculator. 2. Create two-step equations and solve without the use of manipulatives. ||
 * Computer Activities:**
 * Activity 1
 * At the computer:
 * After the computer:
 * Supporting Activities:**
 * Activity 1

Each pair of students will give the teacher their Word document with the modeling and solving of two-step equations.
 * Culminating Activity:**

Students will have one computer per pair of students. The students will have 90 minutes to do Warm Up, watch and participate in a video, finish modeling two-step equations, work with solving two-step equations using manipulatives and balance website, complete and create manipulative Word document.
 * Rotation Plan to Work:**


 * Assessments:**

Model and solving of two two-step equations || 1 Model of two-step equations and steps to solve is >60% but <70% || 2 Model of two-step equations and steps to solve is >70% but < 80% accuracy || 3 Model of two-step equations and steps to solve is >80% correct || 4 Model of two-step equations and steps to solve is 100% correct || Score ||
 * Objective or Performance

Step 6: Analyze Results: The teacher can assess the effectiveness of the lesson by analyzing the submitted culminating activity Word document and two-step equation modeling worksheet. Examination of the assessments will reflect if the low-ability, ADHD, and ESL students performed at an acceptable level and if the activities involved were adequate to meet their needs.
 * Phase 3:**

Step 7: Make Revisions:

As with all activities, review of the results and discussions will determine if students are conceptually proficient and are ready to make the connection from the representative form to the algorithm of solving two step equations. If the results do not appear to be at an acceptable level, remediation of the modeling activity will ensue.