Summary
This lesson focuses on teaching students how to solve algebraic equations using student-friendly language. Students will begin by trying to solve viral math posts in groups. Next, they will learn the "Do/Undo" method for solving equations. Finally, students will create their own viral math posts and solve their classmates' equations.
Essential Question(s)
How can you write and solve equations?
Snapshot
Engage
Students select from four options to determine which image is not like the others and justify their thinking, trying to convince their peers.
Explore
In groups of six, students form strategies for solving viral math posts and peer-review their group mates' answers.
Explain
Students learn how to solve two-step equations using the “Do/Undo” method.
Extend
Students generate their own algebraic equations and display them as viral math posts.
Evaluate
Students view and solve other student’s viral posts using the Gallery Walk strategy.
Materials
Lesson Slides (attached)
Coins Posters (attached, one set; print front only)
Pass the Problem handout (attached, one set per group; print front only)
Guided Notes handout (attached, one per student; print front only)
Create Your Own handout (attached, one per student; print front only)
Sample Problems handout (attached, optional, one per student)
Pencils/pens
Paper
Student devices with internet access or the following materials:
Sticky easel pad paper
Coloring utensils (markers, colored pencils)
Engage
5 Minute(s)
Introduce the lesson using the attached Lesson Slides. Show slide 3, which displays the lesson's essential question: How can you solve and write equations? Move to slide 4, which identifies the lesson's learning objectives. Review each of these with your class to the extent you feel necessary.
Display slide 5 and introduce the Not Like the Others strategy. Ask students to identify which image does not match the others. Have them explain why. After a minute of wait time, direct students to move to the poster to indicate which image is not like the others. Invite each group to discuss amongst themselves how to convince others to join their group. Allow 1–2 minutes for this discussion, then have each corner select a spokesperson to share their reasoning. Allow others to change corners.
Explore
20 Minute(s)
Show slide 6 and introduce the Pass the Problem strategy. Ask students to find a partner or assign partners. Then, have pairs create groups of three pairs. Give each group a copy of the Pass the Problem handout, one page per pair. Each page has a set of problems—about food, animals, and space—that will circulate within the group. Direct pairs to solve only the first equation (Round 1) on the handout. Allow them 2–3 minutes to complete this task.
When time is up, move to slide 7 and direct students to pass their handout to another pair in their group. This new pair should check the first pair’s work from Round 1. They should make any necessary corrections and then solve the equation on the second line (Round 2). Give students 3–4 minutes to complete this round.
When time is up for the second round, display slide 8 and direct pairs to pass the handout to the pair that has not yet worked on that problem. Ask this pair to check the first and second pairs’ work from Rounds 1 and 2, make any necessary corrections, and then solve the equation on the third line (Round 3). Give students 4–5 minutes for this round.
Display slide 9 and ask students to return the handout to the original pair who started it. The original pair should check all the work on the handout and solve the final line (Round 4).
After the groups have completed the activity, transition through slides 10–12 to review their work for each round of each problem set.
Explain
30 Minute(s)
Give each student a copy of the attached Guided Notes handout. Then transition through slides 13–19 to demonstrate how to solve a two-step equation using a "Do/Undo" table. Each slide shows the next step of the “Do/Undo” technique. As you move through the example, have students follow along by taking notes on their handout.
Move to slide 20 and direct students’ attention to the second example on their handout. Ask the class if they can think of a way to answer the question with the given information. Ask guiding questions as needed to help students see that they will need to find the value of each icon—laptop, phone, earbuds, and headphones—so they should use the “Do/Undo” tables they just learned about.
Use slides 21–28 to focus students’ attention. Slide 21 contains the first equation from their handout, while the hidden slide 22 shows the method for solving the equation. Each pair of slides follows this pattern. You may choose to unhide slides 22, 24, 26, and 28 to go over the problems. Be sure to introduce the terms coefficient, constant, and variable as you work these problems with the students.
Use slide 29 to review the final result.
Extend
15 Minute(s)
Show slide 30. Give each student a copy of the attached Create Your Own handout and invite students to generate their own equations to display as a viral math post, similar to the ones they solved during the Explore phase of the lesson. Use the slide to explain the task:
Use at least three variables (e.g., pictures, emojis, etc.).
Write at least four lines in their viral math post.
Create an answer key for their problem.
Show slide 31 while students plan their creations. Once students have completed Part 3 of their handout (their key), direct them to where you would like them to share their post: share the link for the slide deck or give students poster paper and coloring utensils. Use the hidden slide 32 as an example of student work.
Evaluate
20 Minute(s)
Display slide 33 and have students get out notebook paper. Use the Gallery Walk strategy so that students can share their viral posts and solve others’ posts. Have students solve the math posts of five other students, recording their work on their paper. After students have solved five posts, ask each student to share the answer of their last line (final result) so that everyone can check their work. If needed, have students share their entire answer key for their viral math post.
Use students' work as a formative assessment to determine if they need additional practice or are ready for the next topic. If students need a little extra practice, use the attached Sample Problems as you see fit.
Resources
K20 Center. (n.d.). Canva. Tech Tools. https://learn.k20center.ou.edu/tech-tool/612
K20 Center. (n.d.). Gallery walk/Carousel. Strategies. https://learn.k20center.ou.edu/strategy/118
K20 Center. (n.d.). Google classroom. Tech Tools. https://learn.k20center.ou.edu/tech-tool/628
K20 Center. (n.d.). Google slides. Tech Tools. https://learn.k20center.ou.edu/tech-tool/2335
K20 Center. (n.d.). Not like the others. Strategies. https://learn.k20center.ou.edu/strategy/77
K20 Center. (n.d.). Padlet. Tech Tools. https://learn.k20center.ou.edu/tech-tool/1077
K20 Center. (n.d.). Pass the problem. Strategies. https://learn.k20center.ou.edu/strategy/151
Ohashi, R. [numberninja]. (2013, October 19). Solving equations with undo tables [Video]. YouTube. https://www.youtube.com/watch?v=aOnHNP-giYQ
