For today's Warm Up assignment, I created four equations involving one variable for students to simplify. Although students should arrive in 8th grade with the ability to simplify and solve, I know that providing opportunities to activate prior knowledge will contribute significantly to the success of this unit's launch.
As students work, I circulate through the room, assisting students with probing questions to jump-start their thinking when needed.
Once the timer sounds, I ask for student volunteers to share their answers. Once we have reached consensus on the answers, I introduce the day's learning objective.
After Warm Up, I move quickly to the day's Learning Objective. I give a brief overview of the Work Time activity and how it's outcome relates to the learning objective. In this way, students can better judge their progress toward achieving the lesson's objective.
For the Lesson Launch, I have created a "Solving equations with one variable" foldable. This foldable, which students glue into their journals will serve as a continual resource as students work through the unit. Once students have glued the foldable into their journals, I provide three equations that students will simplify, one for each equation type.
I created the unit title character, Oni's, because it is an acronym for the different solutions that occur with linear equations (one, no, and infinite). I have found some students appreciate and use such acronyms for effective recall.
Once students have completed their foldable, I introduce today's Work Time assignment, the One-Step Equations Sort. For the sort, students collaborate with a partner to simplify or solve a one-variable linear equation in order to determine whether it has one, no, or infinitely many solutions. They then list the letter corresponding to the equation in their journals, where they have created a table like the one modeled on the SmartBoard.
Once the timer sounds after 20 minutes, I begin building consensus about student findings.
For Building Consensus, I randomly select students (from a cup of named sticks) to share their findings with each of the 10 equations. After the student volunteers his/her answer, I ask for class agreement. If there is not consensus, I ask the dissenting student to make a case for his/ her answer. I then work to move the class to consensus through additional comments and votes.
Once consensus is reached on all 10 equations, I provide students a brief preview of the subsequent day's lesson in which we will look for specific structures of equations that cause them to have one, no or infinitely many solutions.