##
* *Reflection: Flexibility
More Two Step Equations Practice - Section 2: Explore

For the most part, students really like getting up and doing the problems on the wall. I had the answers posted under the problems, so students immediately knew if they had the answer correct or not. I did have a few students who needed a little more motivation, but lucky for them they had smartphones, so I had them practice the flashcards that I had uploaded to Study Blue (www.studyblue.com). By making that adjustment, I was able to get all students engaged in some sort of practice activity!

*Activity Reflection*

*Flexibility: Activity Reflection*

# More Two Step Equations Practice

Lesson 7 of 22

## Objective: Students will be able to solve two-step equations.

#### Launch

*10 min*

**OpenerOpener: **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 set up and solve two-step equations.” 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).

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#### Explore

*45 min*

**Around the Room Questions: **More Two Step Equations Practice Explore Narrative In this lesson, students will be working with their table groups, persevering through problems (**mathematical practice 1**) until they can get the same answers I got - or prove me wrong! The problems in the activity require that students pay close attention to signs and steps (**mathematical practice 6**).

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#### Summary

*5 min*

**Instructional Strategy - Table Discussion: **To summarize this lesson, I am going to ask that students have a table discussion considering the question – In a word problem, how can you easily determine what the variable is going to represent? A major goal of mine in having students work with word problems is going to be that they understand what the question is asking – that they do not just set up an equation based on key words and inferences without knowing what it is that they are solving. Thus, this question is asking them to reflect on something that I said throughout the teaching of the lesson – always look at the actual question to determine the units of the variable.

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Environment: Urban

- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: One Step Equations
- LESSON 2: One Step Practice - If you are allowed to use tools....USE THEM!
- LESSON 3: MORE One-Step Equations - All Scrambled Up!
- LESSON 4: One Step Equations Review - Relay Race!
- LESSON 5: One Step Equations with Rational Numbers - TEST
- LESSON 6: Two Step Equations
- LESSON 7: More Two Step Equations Practice
- LESSON 8: Equations with Distributive Property
- LESSON 9: One and Two Step Equations Review
- LESSON 10: One and Two Step Equations Test
- LESSON 11: Applications of One Step Equations
- LESSON 12: Word Problems with Equations
- LESSON 13: More Real World Equations - Fluency Practice
- LESSON 14: Applications of Equations Review
- LESSON 15: Real World Applications Test
- LESSON 16: Inequalities
- LESSON 17: Inequalities - Negative Rule
- LESSON 18: Inequalities - Fluency Practice
- LESSON 19: Inequality Applications
- LESSON 20: Inequalities Review
- LESSON 21: Inequalities Test
- LESSON 22: Equations and Inequalities - 5 Days of Centers