## exit ticket one step.mov - Section 3: Summary

*exit ticket one step.mov*

# MORE One-Step Equations - All Scrambled Up!

Lesson 3 of 22

## Objective: Students will be able to use inverse operations to solve a one-step equation.

#### Launch

*10 min*

Opener: As students enter the room, they will immediately pick up and begin working on the opener – **Instructional Strategy - Process for openers**. This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. For today's lesson, the intended target is “I can use inverse operations to solve a one-step equation.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

#### Resources

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#### Explore

*45 min*

**Calculator Lesson**: To begin this lesson, I am going to give the students a mini-lesson on the calculator. I noticed in the previous lesson that kids were unsure how to use the fraction function of the calculator, and while I appreciate that they want to do it by hand - I also want them to know how to use 21st century technology!

**Scrambled One-Steps Activity: **Today students will work on a table/partner (depending on the number of students at each table) activity. Students will be given a sheet of scrambled equations, and will need to cut out the equations, steps, and answers, and them rearrange them so that all equations are paired with appropriate work and solutions. I am trying to encourage the students to talk about their steps, so instead of giving the students the math steps, I have written them out in words. This activity pulls in **mathematical practices 5 and 6**, as I want students to check their work using their calculator, and they need to pay close attention to detail - when do you add, subtract, multiply or divide, and what is the sign of the number?

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It is very difficult to get my students to talk "math" but this activity truly engages them. I had them work with a partner and I over heard some great discussions. explanations, and defenses as to why the problem was right or wrong!

| 11 months ago | Reply

- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: One Step Equations
- LESSON 2: One Step Practice - If you are allowed to use tools....USE THEM!
- LESSON 3: MORE One-Step Equations - All Scrambled Up!
- LESSON 4: One Step Equations Review - Relay Race!
- LESSON 5: One Step Equations with Rational Numbers - TEST
- LESSON 6: Two Step Equations
- LESSON 7: More Two Step Equations Practice
- LESSON 8: Equations with Distributive Property
- LESSON 9: One and Two Step Equations Review
- LESSON 10: One and Two Step Equations Test
- LESSON 11: Applications of One Step Equations
- LESSON 12: Word Problems with Equations
- LESSON 13: More Real World Equations - Fluency Practice
- LESSON 14: Applications of Equations Review
- LESSON 15: Real World Applications Test
- LESSON 16: Inequalities
- LESSON 17: Inequalities - Negative Rule
- LESSON 18: Inequalities - Fluency Practice
- LESSON 19: Inequality Applications
- LESSON 20: Inequalities Review
- LESSON 21: Inequalities Test
- LESSON 22: Equations and Inequalities - 5 Days of Centers