Students will be able to solve two-step equations.

Practice Practice! This lesson provides students the much needed opportunity to practice solving equations.

10 minutes

**OpenerOpener: **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).

45 minutes

**Around the Room Questions: **More Two Step Equations Practice Explore Narrative In this lesson, students will be working with their table groups, persevering through problems (**mathematical practice 1**) until they can get the same answers I got - or prove me wrong! The problems in the activity require that students pay close attention to signs and steps (**mathematical practice 6**).

5 minutes

**Instructional Strategy - Table Discussion: **To summarize this lesson, I am going to ask that students have a table discussion considering the question – In a word problem, how can you easily determine what the variable is going to represent? A major goal of mine in having students work with word problems is going to be that they understand what the question is asking – that they do not just set up an equation based on key words and inferences without knowing what it is that they are solving. Thus, this question is asking them to reflect on something that I said throughout the teaching of the lesson – always look at the actual question to determine the units of the variable.