### Summary

This lesson is Part 3 of "Journey of the Isolated Variable," a four-part lesson series on solving different types of equations. In this lesson, students will build on the equation-solving knowledge they gained in Parts 1 and 2 in order to solve literal equations.

### Essential Question(s)

How do I rearrange a multi-variable equation to isolate a specific variable?

### Snapshot

**Engage**

Students contribute to a class-created word cloud about equations.

**Explore**

Students solve equations they already know how to solve and then compare them with literal equations.

**Explain**

Students follow a flowchart to solve literal equations.

**Extend**

Students work with peers to complete a collaborative handout.

**Evaluate**

Students respond to a Muddiest Point prompt to identify any remaining questions or confusion about literal equations.

### Materials

Lesson Slides (attached)

Literal Equations Exploration handout (attached; one per student)

Extend handout (attached; one per student)

Flowchart (attached; one per student)

Muddiest Point handout (attached; one half-sheet per student)

Chromebooks or student devices with internet access

### Engage

Introduce the lesson using the attached **Lesson Slides.** Display **slide 3 **to share the lesson’s essential question: *How do I rearrange a multi-variable equation to isolate a specific variable?* Display **slide 4 **to go over the lesson’s learning objective. Review these slides with students to the extent you feel necessary.

Go to **slide 5**. Students will complete a Collaborative Word Cloud using Mentimeter. Students will go to menti.com, enter your generated code, and answer the following prompt: *What are words you associate with equations?* As students enter their words, display the word cloud for students to see how the words grow when other students enter the same word.

Go to **slide 6**. Have a class discussion on what students notice about the word cloud.

### Explore

Display **slide 7**. Pass out the attached **Literal Equations Exploration** handout to each student.

Have students work in pairs to complete the handout. Students will solve multi-step equations with one variable and literal equations with four variables, using the same operations to see how they compare. In each equation, students will solve for *x* by explaining the steps they will take to isolate *x*, which terms they can simplify (if any), and their final solution in terms of *x = __*.

Go to **slide 8**. Have a class discussion on what students noticed about the pairs of equations.

### Explain

Display **slide 9**. Pass out the attached **Flowchart** to each student if they do not already have a copy.

Ask students what they notice about the flowchart. Students should realize the steps for solving a one-variable equation are the same as they are for solving a multi-variable equation. Explain to students that, because solving literal equations follows the same steps as solving one-variable equations, they can use the same flowchart they used in the Part 2 lesson.

Display **slide 10**. Using the equation on the slide and the flowchart steps, teach students how to follow the steps to solve a literal equation. The first example will be easier for them.

Go to** slide 11** for another example of a literal equation. As students begin to comprehend the steps of solving literal equations while using the flowchart as a guide, introduce harder problems such as the examples provided on **slides 12–14**. Feel free to add, delete, or modify the equations to best fit students' needs.

Display **slide 15**. This slide provides a word problem example that uses a specific formula. Students will solve the formula for a specific variable in the first part of the problem. Then, they will use their new formula to obtain an answer to the second question.

### Extend

Display **slide 16**. Pass out the attached **Extend** handout to each student. Instruct students to walk around the room to find someone who can solve each problem on their handout.

Make sure students understand that they *must* get their problems solved in order from 1–10. This will allow students to solve a variety of problems on their peers' handouts—e.g., once a student has solved Problem 1 on a classmate's handout, they can't solve the same problem for anyone else. After a student solves a problem, have them write or sign their name in the box to claim that problem as theirs.

### Evaluate

Display **slide 17**. Pass out a half-sheet card from the attached **Muddiest Point** handout to each student. Have students use the Muddiest Point strategy to answer the following questions: *What are you still confused about? In other words, what remains the "muddiest point" about literal equations for you?*

Students will respond on their cards with what they think was the most confusing point of the lesson. Their responses will give you a frame of reference for discussing remaining misconceptions and moving forward.

### Resources

K20 Center. (n.d.). Collaborative Word Clouds. Strategies. https://learn.k20center.ou.edu/strategy/103

K20 Center. (n.d.). Mentimeter. Tech Tools. https://learn.k20center.ou.edu/tech-tool/645

K20 Center. (n.d.). Muddiest Point. Strategies. https://learn.k20center.ou.edu/strategy/109