Solving Equations

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SWBAT use and explain the process for solving equations.

Big Idea

Do students know what the equations mean? Can they create and solve them?


10 minutes
  • POD

As student enter the room, they will have a seat, take out their Problem of the Day (POD) sheet and begin to work on the question on the SMARTboard. The POD also allows students to use MP 3 continually based on the discussions we have about the problem each day.

To start the class today we will use the Card Set: Stories that students looked at for the class exit ticket yesterday. Students used the tickets to write an equation to represent the story. Today, I will give them equations and have them match the given equations with the stories. They will work in groups of two or three to match the stories with the equations. Students will share out the matches made and we will discuss how they knew that was the correct match. If incorrect matches are volunteered that will give us the opportunity to determine what could have indicated the incorrect match and the difference between the incorrect choice and the correct choice. I will select and show exit tickets that may illustrate the same equations written in different ways and ask students to determine the similarities. If there are exit tickets that are close, but a little off the mark, they will be used to share why they don’t represent the stories. We can also talk about the changes that could be made to make them match the story.

  • Learning Target

The target for the day is also on the SMARTboard each day when students enter the room.  The target for today’s lesson is for students to create and solve equations.


20 minutes

The activity today will have students make a poster using solutions to equations. Students will receive a copy of the Card Set: Equations, E1-E4, Card Set: Steps to Solving, poster paper, markers or colored pencils, and glue sticks. They need to divide the poster paper into fourths and put an equation card in each section. Using the Steps to Solving, groups will order the steps under the equation to reach the solution. At each step, they will write down what is happening in the step in words (MP6). For example, “Both sides are being dividing by 2”. As students complete their posters, I will be walking around, answering any questions, and checking to see that groups provide a description for each step.

After the posters are completed, the discussion will focus on why there were different methods to solve the problems. Sample questions I want to ask include: Which was faster? Which was easier? Which method do you prefer? I want students to walk away with the knowledge that they can approach the solution to a problem differently and still reach the same final answer. I also want students to understand what they are doing at each step of the problem solving process. We will do a gallery walk, allowing groups to see the different work and different descriptions that were provided for each equation.


5 minutes


Before leaving class I want students to respond to the Traffic Light on solving equations. I need to know what they still have questions about that we can address about solving equations before moving on in the unit.