SWBAT solve real-life and mathematical problems as linear equations with one variable or two linear equations with two variables.

Today, students will rotate through 5 stations that will review the major topics of this unit including solving linear equations, using distributive property, solving systems of equations by graphing, elimination, and substitution, and finally solving word

7 minutes

For today's Warm Up assignment, I have provided two word problems that lead students to create two linear equations in order to solve. As students tackle these problems, I move through the room making note of any student who is struggling. I also verify which students are quickly formulating the equations and solving as these will be my table leaders today during work time.

Once the timer sounds, I bring the class together to compare answers. I select a random volunteer from name sticks and record their answer on the board. I ask for any dissent. If it occurs, I ask that student to volunteer his answer so that we can compare. I then ask students how we might decide which solution is correct. At this point in the unit, at least one student will volunteer the idea of substituting the solution back into the equations to check, which we do. Once the correct answer is identified, we move to the second problem and proceed in the same fashion.

- Oni's Equation Adventure- Day 13.notebook (SMART Notebook file)
- Oni's Equation Adventure- Day 13 Notebook.pdf (Notebook file in PDF)

1 minutes

Next, I introduce today's Learning Objective. I explain that our objective includes solving one linear equation as well as systems of equations because we will be reviewing all the skills we have learned over the past three weeks.

37 minutes

For today's Work Time, students will be traveling as a group through 5 stations I have set up to review all the skills from the unit. I have intentionally established groups of 4-5 students at each table with at least one student with a strong grasp of the concepts serving as leader. Once students are situated at their first station, I explain that they will have 7 minutes to complete the problems on their Systems of Equation Review Station Cards and that they must stay focused in order to finish before time is called. I then start the timer and join Station 5 as this one covers the newest objective and students tend to need the most support with creating and solving systems with word problems.

Once the timer sounds, I direct student groups to rotate together to the next table where another review is in place. I set the timer and join Station 5 again. We continue these procedures until every group has visited each station. Along the way, students may not have time to finish their work at a particular station, but they can continue working on it if they find they have extra time after completing another station's work.

At the end of work time, I collect all student review cards, even if their work is not complete as this is a formative assessment that will provide me essential data when I plan for additional remediation. I am able to quickly sort the cards to determine which skills, if any, need additional time. I can also identify common misconceptions which I can address individually or in small groups during the next three days as students work on their end-of-unit project.