MORE One-Step Equations - All Scrambled Up!
Lesson 3 of 22
Objective: Students will be able to use inverse operations to solve a one-step equation.
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).
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?