## two step equations exit card.docx - Section 5: Closing

# Two Step Equations

Lesson 5 of 12

## Objective: SWBAT solve two step equations using inverse operations.

*80 minutes*

#### Do-Now

*10 min*

Students will complete the Two step equations Do Now in 5 minutes. Then, we will orally complete the Do-Now as a whole group. Students will be solving two-step equations in today's lesson, so this starter begins to bridge together what students have learned in lessons three and four of this unit. At the end of this warm-up, I encourage my class to keep their paper out on their desk (especially lower performing students) as a visual "cheat sheet" to see which operations undo each other.

Next, a student will read the objective to the class: **SWBAT solve two step equations using inverse operations**. I will then ask the students to give real world examples of tasks that can be completed in one step versus tasks that can be completed in two steps.

#### Resources

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#### Introduction

*15 min*

We will spend three minutes completing the True/False questions as a whole group (slides 2-4). Students will raise a fist in the air if they believe the solution is true, and an open hand if they believe the solution is false. To justify/disprove a solution, I will call on student volunteers to come up to the board and check their work by evaluating for the given variable.

Next the class will complete a group challenge. I remind students that we've completed a lesson that is similar to this activity one in the past.

*To prepare for this activity, the riddle cards should be printed out and taped on the walls around your classroom prior to students arriving. Students will also need 8 post-it notes each.*

We will complete the number riddle on slide 5 together. The answer to this number riddle is 2. I will then challenge the class to figure out the rest of the mystery numbers in pairs. Students will have exactly 2 minutes to race around the classroom, sticking a post-it with the correct answer to each riddle card.

After two minutes, we will have a class discussion about the different methods students used to calculate the mystery number for each riddle card. I will emphasize the decisions students made in choosing operations to find the missing answer. I will use the following questions to lead students to a deeper understanding of where we are going with this lesson:

- How did you figure out the mystery number for card ____?
- Did anyone else solve card ____ differently?
- How did the order of the words affect your approach?
- Which operation did you use first to solve this card?
- Is anyone seeing a pattern?
- Did it matter which operation you used first to solve a riddle?
- Can a given card have more than one solution?
- How can you check your solution?
- Why did you use addition first for card _____ but subtraction first for card _____ ?

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#### Guided Notes & Practice

*25 min*

We will complete the two step equations guided notes and examples as a whole group. I still require students to draw a line through their equal sign and label the two sides of their equations to prevent errors in solving.

**Slide 10:** Students will practice solving two step equations with a partner.

*1)Complete a – d. Work independently. Show your work in column 1.*

*2)Write your final answer in column two.*

*3)Fold your paper along the dashed line.*

*4)Find a partner. Then, place your folded papers next to each other so that your column 3 and their column three are beside each other.*

*5)If your answers are the same, place a check mark in box three. If your answers are different, Write a sentence describing the error in column four, then solve the problem together.*

*6)Continue working, stopping to check in with your partner after your have each completed four problems.*

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#### Partner Activity

*20 min*

*This activity must be cut out and paper clipped by the teacher before class begins.*

Students will work in pairs to unscramble the equation cards. Each set should have four cards in it, that show the correct process to solve each two step equation. When students finish, the cards should be glued down on a piece of colored paper.

If you are having trouble viewing the file correctly on you computer, I have also included a pdf version of this activity.

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#### Closing

*10 min*

I will ask two students to give a 15 second summary of what we learned in class today. Students will then complete the two step equations exit card. The exit cards should be graded directly after class, and the students should then be grouped by the percentage of correct questions for the small group activity to be completed during the next lesson.

#### Resources

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I really liked your partner activity. I used it today in my class. I think next time I am going to add a block where after we add or subtract, there is a block with that result. My students I think would understand the process better.

| one year ago | Reply

This is a great resource! Especially as we try to ramp up rigor and increase student engagement. I knew there were great toosl that could assist me. Thanks.

How do I get the resources (word docs, power points, etc) to come up to save to use?

| one year ago | Reply

This is a great lesson! The riddles were a wonderful start. The matching exercise really hit home with my students. I teach Juniors and Seniors who have struggled in math and they are telling me that this is the first time they have really understood algebra! Way to go! Thank you!

| 2 years ago | Reply

This is great! I love how your formatting requires kids to show their work AND check their answer! The card sort activity is also great, thanks for sharing!

| 2 years ago | Reply*Responding to BB Holt*

Hi BB! Thank you for looking at my resources. The operations are missing in the preview of the partner activity, but if you download the .docx file to your computer, everything should be visible then. Just to be safe, I'll upload a pdf version of the file as well. Please let me know if this still doesn't work. Thank You!

| 2 years ago | Reply

Thank you for sharing. Great Ideas to practice 2-step problem solving and explain one's reasoning. Just wanted to point out that some of the operations are missing on the cards for the partner activity.

| 2 years ago | Reply*expand comments*

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- UNIT 1: Welcome Back! - The First Week of School
- UNIT 2: Linear & Absolute Value Functions
- UNIT 3: Numeracy
- UNIT 4: Linear Equations
- UNIT 5: Graphing Linear Functions
- UNIT 6: Systems of Linear Equations
- UNIT 7: Linear Inequalities
- UNIT 8: Polynomials
- UNIT 9: Quadratics
- UNIT 10: Bridge to 10th Grade

- LESSON 1: The Language of Algebra
- LESSON 2: Combining Like Terms
- LESSON 3: Addition and Subtraction One Step Equations
- LESSON 4: Multiplication and Division One Step Equations
- LESSON 5: Two Step Equations
- LESSON 6: Building a Strong Foundation for the Distributive Property
- LESSON 7: Solving Multi Step Equations with Candy (Day 1 of 4)
- LESSON 8: Solving Multi Step Equations: Comparing Processes (Day 2 of 4)
- LESSON 9: Solving Multi Step Equations: Special Cases (Day 3 of 4)
- LESSON 10: Solving Multi Step Equations: Bringing It All Together (Day 4 of 4)
- LESSON 11: Solving Literal Equations
- LESSON 12: Review Day!