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# Two Step Equations

Lesson 6 of 22

## Objective: Students will be able to solve two-step equations.

#### Launch

*10 min*

**Two-Step Equations 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 set up and solve two-step equations.” 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).

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#### Explore

*45 min*

**Two-Step Equations Notes: **Two Step Equations Explore Narrative This lesson builds on what students have previously learned regarding one-step equations. Students will take what they learn one step further by having to perform two inverse operations. As students begin to solve problems, they will recognize the repeated reasoning (**mathematical practice 7/8**) that occurs with each problem - they are really all the same! Students will be asked to persevere with problems (**mathematical practice 1**) and pay close attention to those steps and signs (**mathematical practice 6**). This lesson also goes right into the application of two step equations (**mathematical practices 2/4**) - students will apply equations to area and perimeter, and set up and solve equations for real world problems. The biggest problem I run into with this lesson is students using the wrong sign when performing inverse operations - for example if you have 2x - 5, students will want to subtract 5. I tell struggling students to circle their terms, which include the sign right in front of them. That usually helps with the sign issue! Two-Step Equations Practice

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#### Summary

*5 min*

**Instructional Strategy - Table Discussion: **To summarize this lesson, I am going to ask that students have a table discussion considering the question – How does the order in which you solve two-step equations compare to the order of operations? The purpose of this activity is for students to relate solving equations to the concept of “undoing.” Since they are “undoing” it would make sense for them to apply the order of operations backward – I want the students to make this realization.

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I love all of your lessons so much. This is my second year teaching 7th grade and I am constantly looking at your work for ideas and resources. The only setback is that I do not have a Smartboard available to use. Thank you so much for taking the time to put all of the awesome lessons online!

| 2 years ago | Reply*Responding to Jessica Keys*

I am not a huge rules person - in fact my only classroom rule is to be respectful...

At the beginning of the year I try to sweeten the deal a little bit by rewarding tables that have good discussions. This normally sets the tone - as they never know when I might throw candy into the crowd for good discussions :)

As for seating arrangments, I organize the students homogeneously...that way they are all on the same level and feel like they can talk. Many teachers seat kids heterogeneously, however I find that ends up frustrating both the low and the high students.

| 3 years ago | Reply

Heather-I am a student teacher and am often referring to your lessons because they fit well into my classroom style and the resources I have available like the smartboard and clickers. I am working in an urban school that is 7th grade math in which I am dealing with students who need structure and spiraled review because of the movement of students in and out of our school. The Smart board notes are helpful for my ESOL students and other students who have trouble recording and organizing notes. What I would like to know more about how I can make table discussion work, like seating arrangements, do you have a poster with the guidelines on the wall? Things like that.

| 3 years ago | Reply*expand comments*

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- 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