##
* *Reflection: Coherence
Solving Two-Step Equations Lab - Section 3: Landing

This was a good wrap up as a formative assessment for both me and my students. Applying the distributive property added another layer to the problem solving and they needed to see success with that application. I got a good idea of who I need to follow up with as well. There are a few students who will need some intervention on this concept.

*Good wrap up*

*Coherence: Good wrap up*

# Solving Two-Step Equations Lab

Lesson 8 of 11

## Objective: SWBAT use concrete models to solve two-step equations.

*40 minutes*

#### Launch

*5 min*

As students 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 allows students to use **MP 3** continually based on the discussions we have about the problem each day.

The solution for the equation 3x – 2 = 22 is x = 8. Explain how the solution would be affected if instead of an equation, the problem was the inequality 3x – 2 > 22.

As we move into work with solving equations, I think it is good to touch base again on our work with inequalities. The process for solving is the same even though representation of the solution may look different. I want students to have that relationship established in their minds. I don’t want them to view them as two separate entities but rather as connected concepts that have a relationship. This problem will allow us to review that relationship.

#### Resources

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#### Explore

*30 min*

Students will complete the Solving Two-Step Equations Lab with a partner. The lab will allow them to make their abstract understanding concrete. As they work through the lab with their partners, they will be able to “see” the solutions they are creating. That concrete visual will support their understanding of the abstract solutions they have created in previous class activities. For students who may have struggled with solving numeric equations, the pictures may help establish that connection for them. For students who have a good grasp of the concept, the concrete activity may strengthen that understanding. After students work through the lab with their partner, we will have volunteers come up to model the solutions on the SMARTboard using the algebra tiles. I can also ask students to come up if they had an interesting discussion or a creative way to solve the problem.

#### Resources

*expand content*

#### Landing

*5 min*

The exit ticket today will ask students to solve a problem that adds an additional step to solve the equation. They will need to apply the distributive property in order to solve the equation. It will be a review of a concept they should know while adding the application to the concept we are learning now. If we need to do an additional review, this exit ticket will let me know where to go.

7x + 3 = 3(2x + 4)

*expand content*

I love how you use the picture solution! I've never seen it before. One question, how does the student 'show' the negative 2?

Thank you!

| 2 months ago | Reply##### Similar Lessons

Environment: Urban

Environment: Suburban

Environment: Urban

- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Equation and Inequalities Pre Assessment
- LESSON 2: Solving Inequalities
- LESSON 3: Inequalities
- LESSON 4: Graphing Inequalities
- LESSON 5: WIW Graphing Inequalities
- LESSON 6: Solving Equations
- LESSON 7: Solving Equations with a Partner
- LESSON 8: Solving Two-Step Equations Lab
- LESSON 9: Equations Bingo
- LESSON 10: Write It Wednesday-Equations
- LESSON 11: Post Assessment-Equations