Give students one minute to review their work from the previous day’s lesson Keeping Your Identity questions seven through ten. Then begin the lesson today with a mini wrap-up of the homework and previous days work.
Clarify for students that today will focus on continuing our understanding of applying and solving equations through generating equivalent equations until the solution is very obvious. (Just for you to know, the focus of today is on solving equations that include the distributive property.)
Pass out the Spartan Pride activity. You will notice the activity is available as a PDF and a Word Document. I highly recommend personalizing this activity to your school mascot. Allow students one minute to read the scenario independently and then ask one student to read the scenario aloud. Lead a preliminary discussion over the exact pricing of the items and script this information on the board. Make sure you clarify as a group that a set includes two items and the prices given are discounted because they were purchased together. If you choose to purchase just megaphones for example, they will cost you more than $2.50 each. This pricing strategy can be difficult for students to understand.
Next, allow students about 10 to 15 minutes to answer questions one, two, and three within cooperative groups. As you move about the room ask questions to prompt students to think beyond simply using the Associative Property to switch the addition and generate an equivalent expression. You want students to really think this through and develop two different and equally complex expressions. Generating an equivalent expression might be difficult for some students but encourage them to persist and talk it out as a group - which is applying math practice standard 1 (MP1).As students work move about he room assessing students and providing feedback that moves learning forward. As you notice equivalent expression select students from each group to script their various expressions on the board during the wrap up session and include their prices for each order in question three. As a class, discuss the various equivalent expressions and the outputs each generated. Since the output prices were all equivalent it seems the expression are equivalent so discuss the structure of each and how students know they are the same.
Next, assign question four and allow students five to ten minutes to complete this question in cooperative groups. Hold a mini wrap-up at the end with students you selected while moving about the room. Be sure to ask what was the difference from question three to question four that made the directions change from expression to equation. Also great to ask, “Do you have to spend all your money? Do you have to order the maximum amount you could for your budget? Is an equation the most accurate representation of this scenario or is there a better algebraic representation (inequality)?
For homework assign the practice in question five. If you have time in class to begin this work, great! Allow students time to begin working these before they leave.