2.

8: Solving One-Step Equations with Decimals

Freshmen/Pre-Algebra:
90 minutes
Central Focus: Students will be able to solve one-step equations with decimals.

Common Core:
● 7.EE.A.1​: Apply properties of operations as strategies to add, subtract,
factor, and expand linear expressions with rational coefficients.

Educational Objectives:
● Students will be able to solve one-step equations that contain decimals in
them.

Assessment in Learning:
● Students will be given an exit slip at the end of class, where they will be
given three equations to solve on a half sheet of paper which they will be
turning in to me.
● Students will be given a quiz on the following day in the beginning of class.

Accommodations/Adaptations for students with Specific Learning Needs:

● Students with IEPs will be allowed to ask questions in order to have
assurance.
● Students will receive additional time to complete their quiz during their
resource period.
● Students with IEPs will receive a copy of the notes that were presented in
class.

Materials:
● Students:
○ Pencil
○ Paper
○ Homework
○ Calculator
● Teacher:
 ○ Markers
○ Whiteboard
○ Pen
○ Computer

Anticipatory Set:
● I will first go over the homework with the students, where their homework
assignments consist of round decimals. This will allow me to review the
lesson students learned the day before, which will help them for today’s
lesson.
● Students will then be receiving a quiz on rounding decimals, this should take
about 10 minutes.

Sequence of Events:
● I will begin the lesson by reviewing a couple of one-step equation problems,
where students were taught and assessed on this material last week. This
review will consist of only three problems. These one-step equations only
consist of coefficients and constants that are whole numbers.
● I will then tell the class that today we are doing the same thing, except with
decimals. I will also let them know that today they can use their calculators.
● I will then show the students that these one-step problems with decimals are
solved the exact same way you would if there were no decimals. I will
model two examples:
○ x + 2.7 = 3.6
■ x = -0.9
○ x - 5.5 = 12.62
■ x = 18.12
● While I am modeling these examples, I will remind the students to NOT
round their answers, I want them to write it as exactly as their calculator
says.
● I will proceed to do examples where I will have the students work with me,
where I will call upon students who are raising their hands and students who
don’t seem as engaged as their peers.
 ○ 23.4 + x = 1.1
○ x - 8.43 = -4.22
○ x - 2.5 = 2.5
○ 100.111 + x = 32.101
● After we do these examples I will then provide students the homework,
where they are required to do the odd problems for in class practice, and
even problems for homework. This shall take students about 10-20 minutes.
● After all the students finish the odd problems, I will then provide the
students with the exit slip. Each student will receive a blank sheet of paper, I
will write three problems on the board for them to complete. Once they are
done, they will turn those exit slips to me so I can assess them.
Conclusion & Summary:
● To go over the lesson I taught, I will first ask students questions if they have
any.
● I will then go over the rule I want them to follow, which is to not round their
answers, just write what the calculator put out.
● Since this is a constant mistake that students have been making throughout
the semester, I will ask:
○ What happens when you subtract a negative number?
○ What happens when you add a negative number?