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

Can you put into words what you are doing when you solve an equation?

10 minutes

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).

45 minutes

**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?