Learning Experience Plan

Grade level: 9th (Algebra)

Subject: Math
Unit: A-CED
minute lesson

Length of LEP (days/periods/minutes): 25

Topic: One/Two Variable Equations with Graphing

Content Standards:

(include only standards addressed in this LEP):

A-CED 1: Create equations and inequalities in one variable and use them to
solve problems.
Literacy Standards:

(include only standards addressed in this LEP)

Learning Experience Outcomes

Learning Experience Assessments

Formative- Worksheet # 1

(knowledge/skills)

Students will be able to:

Create and work with one and two variable
equations in order to make it easier to work with
word problems going forward.

Differentiation
Approaching

(What will you do to meet the needs of students at these different levels?)

On-level

Beyond

Curriculum Integration

(Does this lesson correlate with any other content area? Describe.)
Correlates with English. Students must be able to comprehend what they are reading in order to create an equation.

Material
s

Procedures/Strategies

Workshe
et 1

Day 1

Markers

Hangma
n
Workshe
et

(add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

Students will receive a hangman worksheet, which we will play as a

class in order to familiarize students with some of the vocabulary we
will be using.
When hangman is completed tell the class that
These are some of the terms we will come across in todays lesson

Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)

When might it be helpful to create an equation?

Keep this in mind throughout the rest of the lesson

Activating Prior Knowledge (what information will be shared with/among students to connect
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to prior knowledge/experience)

Direct Instruction (input, modeling, check for understanding)

Input- Below are the notes that students should write down in their
notebook so that they have information to reference when completing the
homework. These vocabulary words are words that often used in problems
that require students to construct an equation. It may seem obvious to
some students, but for others it is important to have good notes to refer
back to when doing their homework, or for studying.
Okay guys, I have a few slides of notes for you to copy down quick, and
then well get to some examples. This should take no more than 3-4
minutes. make sure that everyone has the information before
moving on!
Vocab

Is- equals
More- addition
Less subtraction
Times multiplication
Quotient- dividing

Steps to Creating an Equation:

1.
2.
3.
4.
5.
6.
7.

Read the problem

Circle the word is
Create a Left- Hand- Side everything before is
Create a Right- Hand Side everything after is
LHS=RHS
Solve for the variable
Check

Modeling- We (the teachers) will solve the below examples on the

whiteboard to demonstrate how to construct an equation. Make sure that
you

1.

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Circle the word is

Identify LHS
Identify RHS
2 plus a number is 5.
-My LHS 2+x
-My RHS 5
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2+ x=5
Check!
2 + 3 =5

x=3
6 x20=46
6 x=66

2. 20 less than 6 times a number is 46.

-My LHS is 6x 20
-My RHS is 46
Check!
6(11) 20 = 46 66 20 = 48 66 = 66

x=11

Check For Understanding- Does everyone understand each of the

steps that we did in the last 2 examples?
Guided Practice (how students will demonstrate their grasp of new learning)
Write the equations below on the board and have students come up and
solve them. Have them explain their thinking after each step. Make sure
they check their work!
1. Twice a number, decreased by 29 is 7.

2 x 29=7

- Should identify LHS and RHS

2 x =36

x=18
Check!
2(18) 29 = 7
7=7
2. The quotient of 39 and a number is 3

39
=3 - Should identify LHS and RHS
x

39=3 x

x=13

Independent Practice (what students will do to reinforce learning of the lesson)

We will have students work on Worksheet Number 1.
The entire sheet is to be completed for homework.
If you get stuck at home try your best, and write down on the worksheet
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where it is you are having difficulty.

Walk around the room and make sure students stay on task / answer any
questions that may arise.

Explain how full, partial, and no credit works based upon the criteria below:
The following must be included:
Identifying LHS and RHS
Setting up and solving the equation
Check
Full Credit: All 3 components are included (2 points)
Partial Credit: 2 components included (1 point)
No Credit: 1 component included, or worksheet incomplete (0 points)

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

close)
We will ask the following questions
1.

When reading a word problem, what does the word is usually

mean?
2. What are the benefits of creating an equation?

References:

(e.g. Book, course packet, pg #, complete web address URL)

https://www.mathsisfun.com/definitions/variable.html
http://www.mathworksheetsland.com/algebra/17createeqineq/lesson.pdf
http://www.mathgoodies.com/lessons/vol7/equations.html

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