##
* *Reflection: Discourse and Questioning
Break Even Day 2 of 2 - Section 4: Closing the Lesson

Students made really good connections to solving for the break even point using number sense and I wanted to high light this number sense against those students who chose to solve the questions more algebraically using equations and isolating the variable. Here are two student presentations from class where we discussed the similarities between both student presentations in an effort to move students toward the algebraic solving equations but with conceptual understanding.

*Discourse and Questioning: Discourse and Questioning of Student Led Presentation*

# Break Even Day 2 of 2

Lesson 14 of 29

## Objective: SWBAT set up and solve equations with two equivalent expressions.

## Big Idea: Use cups of pennies to learn about setting expressions equivalent to find that magical "Break Even" point.

*55 minutes*

Preparation for this lesson shouldn’t take very long. Make copies of the paper balance scale and laminate them if you have time just to preserve them for later use. I would not recommend trying to get really creative and bringing in real balance scales from the science classroom, if your school has those. Pennies have been made of two different materials through the years (copper and zinc) and each have a different weight but same appearance. The date on the penny determines the material used to create the inside of the coin. I have a lab just for this in the systems of equations unit, so wait until then to actually weigh these coins.

I went to the bank and cashed a ten-dollar bill for rolls of pennies. I put a roll of pennies into a paper-drinking cup and gave each group a cup of pennies and a paper scale.

#### Resources

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#### Closing the Lesson

*15 min*

We closed the lesson today by really high lighting all the various methods students used to answer both the last few table questions and the word problems at the end of the activity. I asked students to come to the board and script their work and solutions to each question for us and answer questions from their fellow classmates. The application questions were the most difficult for students to answer and a great opportunity for a quick one question learning check answered on a post-it note and stuck to your door on the way out of class just to see who understands and who does not.

*expand content*

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- LESSON 1: Equivalent Expressions - Formative Assessment Lesson Day 1 of 3
- LESSON 2: Equivalent Expressions - Formative Assessment Lesson Continued Day 2 of 3
- LESSON 3: Equivalent Expressions - Formative Assessment Lesson Completed Day 3 of 3
- LESSON 4: Instant Riches Day 1 of 2
- LESSON 5: Instant Riches Day 2 of 2
- LESSON 6: Make Zero Rummy
- LESSON 7: Make One Rummy
- LESSON 8: Solving Equations by Flow Chart - Working Backwards
- LESSON 9: Keeping Your Identity
- LESSON 10: Spartan Pride - Solving with Distributive Property
- LESSON 11: Reviewing Distributive Property with Area Models
- LESSON 12: Mine Craft Inspired Unit Project
- LESSON 13: Break Even Day 1 of 2
- LESSON 14: Break Even Day 2 of 2
- LESSON 15: Football Helmets - Day 1 of 2
- LESSON 16: Football Helmets - Day 2 of 2
- LESSON 17: Solving Linear Equations in One Unknown Formative Assessment Lesson Day 1 of 3
- LESSON 18: Solving Linear Equations in One Unknown Formative Assessment Lesson Day 2 of 3
- LESSON 19: Bubble Bubble Everywhere But Not a Drop to Drink
- LESSON 20: Equations in Geometry
- LESSON 21: Solving Equations with Partner's Card Activity
- LESSON 22: Hershey Bar Fraction Review
- LESSON 23: Combining Like Terms Review Lesson
- LESSON 24: Mine Craft Unit Project Work Day 2 of 2
- LESSON 25: Solving Linear Equations in One Variable Unit Exam Day 1 of 2
- LESSON 26: Solving Linear Equations in One Variable Unit Exam Day 2 of 2
- LESSON 27: Optional: NASCAR Equations Project Day 1 of 3
- LESSON 28: Optional: NASCAR Equations Project Day 2 of 3
- LESSON 29: Optional: NASCAR Equations Project Day 3 of 3