Equations; Patterns, Functions, And Algebra; 7.14a; 7
EquationsReporting Category Patterns, Functions, and AlgebraTopicSolving one and two step linear equationsPrimary SOL7.14 The student willa) solve one- and two-step linear equations in one variable; andb) solve practical problems requiring the solution of one- and twostep linear equationsRelated SOL7.13, 7.15, 7.16MaterialsManipulatives to represent equationsSample Graphic OrganizersBalances to Equation Sample SheetsEquations to Balances Sample SheetsSample Equation Word Problems (attached)CalculatorsVocabularyexpression, variable, equation, order of operations, properties (earlier grades)one-step equation, inverse operations, two-step equation (7.14)variable expression, numerical expression, verbal expression, verbal sentence, algebraicexpression, algebraic equation (7.13)Student/Teacher Actions (what students and teachers should be doing to facilitate learning)1. Present students with the following scenario as a Think-Pair-Share activity: Joe and hisfriend Bob together have 17 games. If Joe has 6 games, how many does Bob have? Havestudents represent the scenario with an equation and solve it.2. Discuss the scenario and students’ equations as a class, incorporating vocabulary whenpossible. Use different manipulatives to represent variables and numbers and a balancescale with pictures to model and solve the equation (see samples). Emphasize maintainingbalance and using inverse operations. Make connections between the concrete, pictorial,and symbolic. Have students check the solution using substitution.3. Continue the process above being sure to use examples including all operations.4. Give students pictures of equations represented on balances, ask them to translate theminto equations, then solve and check the solutions (see samples for one- and two-stepequations).5. Give students equations, and ask them to represent the equations on balances, then solveand check the solutions (see samples for one- and two-step equations).Virginia Department of Education 20111
AssessmentQuestionso When solving an equation, why is it important to perform identical operations on bothsides of the equal sign?o What are the differences between solving one-step equations and solving two-stepequations?Journal/Writing Promptso Write a word problem whose solution can be found by solving the equation x – 8 10.Solve the problem.o Jack had 25. He went to the grocery store and bought a few things. When he paid, hegot 8.00 change. He is trying to figure out how much money he spent. Jack thinks heshould solve the equation n – 25 8 to see how much he spent. His friend, Jill, thinkshe should solve the equation 25 – n 8 to see how much he spent. Identify who youthink is correct, and explain why.o Create a word problem that can be represented by a one- or two-step equation. Showthe equation, then solve it.Othero Have students proofread equations to find and correct mistakes.o Have students create equation matching cards. One card has the equation, a secondcard has the solution, and a third card has a word problem that can be represented bythe equation. Distribute cards and have students form groups by finding their matches.Extensions and Connections (for all students)Use a graphing calculator to graph lines.Strategies for DifferentiationUse graphic organizers to show the steps involved in solving an equation.Use different types of manipulatives and online resources to assist students with solvingequations.Enlarge the sample balance mat to an entire page size.Have students model/draw each step of solving an equation on a separate balance mat.Write down the steps used to solve an equation. Begin with a simple example that hasbeen solved for the student. Advance to more complex equations.Virginia Department of Education 20112
Sample BalanceVirginia Department of Education 20113
Sample Balance MatNameVirginia Department of Education 2011Date4
Balances to One-Step Equations xVirginia Department of Education 2011 15
One-Step Equations to Balancesp 5 137p 21p 2 85p 30p 6 9Virginia Department of Education 20116
Balances to Two-Step Equations xVirginia Department of Education 2011 17
Two-Step Equations to Balances4p 3 1121 5p 617 2p 33p 7 224p 2 14Virginia Department of Education 20118
Sample Equation Word ProblemsNameDate1. The sum of 5 and x is 20. What is x?2. The product of x and three is 27. What is x?3. Jim’s three fish tanks contain an equal amount of fish. If Jim has a total of 27 fish, howmany fish are in each tank?4. Steven went to the store and bought 5 sweatshirts. He spent a total of 45. What was theprice of each shirt?5. How many boxes of envelopes can you buy with 12, if one box costs 3?6. At a restaurant, Bill and his 4 friends decided to divide the bill evenly. If each person paid 12, what was the total bill?7. Last Saturday, Allyson had 38. For her birthday she received more money. She now has 90. How much money did she receive?Virginia Department of Education 20119
Equations Reporting Category Patterns, Functions, and Algebra Topic Solving one and two step linear equations . Primary SOL . 7.14 The student will . a) solve one- and two-step linear equations in one variable; and . b) solve practical problems requiring the solution of one- and two-step linear equations . Related SOL . 7.13, 7.15, 7.16 . Materials
Robert Gerver, Ph.D. North Shore High School 450 Glen Cove Avenue Glen Head, NY 11545 gerverr@northshoreschools.org Rob has been teaching at . Algebra 1 Financial Algebra Geometry Algebra 2 Algebra 1 Geometry Financial Algebra Algebra 2 Algebra 1 Geometry Algebra 2 Financial Algebra ! Concurrently with Geometry, Algebra 2, or Precalculus
Algebra strand of the grades K-5 Mathematics Standards of Learning. . University of North Carolina Nora Hall Prince William County Public Schools . Patterns, Functions, and Algebra . 4.21, 5.20 32 piece set of attribute materials 20 Questions Game . Patterns, Functions, and Algebra
LLinear Patterns: Representing Linear Functionsinear Patterns: Representing Linear Functions 1. What patterns do you see in this train? Describe as What patterns do you see in this train? Describe as mmany patterns as you can find.any patterns as you can find. 1. Use these patterns to create the next two figures in Use these patterns to .
EQUATIONS AND INEQUALITIES Golden Rule of Equations: "What you do to one side, you do to the other side too" Linear Equations Quadratic Equations Simultaneous Linear Equations Word Problems Literal Equations Linear Inequalities 1 LINEAR EQUATIONS E.g. Solve the following equations: (a) (b) 2s 3 11 4 2 8 2 11 3 s
So you can help us find X Teacher/Class Room Pre-Algebra C-20 Mrs. Hernandez Pre-Algebra C-14 . Kalscheur Accelerated Math C-15 Mrs. Khan Honors Algebra 2 Honors Geometry A-21 Mrs. King Math 7 Algebra 1 Honors Algebra 1 C-19 Mrs. Looft Honors Algebra C-16 Mr. Marsh Algebra 1 Honors Geometry A-24 Mrs. Powers Honors Pre-Algebra C-18 Mr. Sellaro .
Algebra and Functions Content Strand Description The Algebra and Functions content strand extends from work with simple patterns at grade 4 to basic algebra concepts at grade 8 to more advanced questions at grade 12. The strand includes not only algebra, but also pre-c
Sequences and Series 12. Conic Sections 1. Fundamentals Of Algebra 2. Linear Equations And Inequalities 3.Fundamentals Of Algebra Graphs And Functions 4. Systems Of Equations And Inequalities 4. 5. Polynomials And Factoring 6. Rational Expressions, Equations, And Functions 7. Radicals And Complex numbers 8. Quadratic Equations, Functions, And .
SESSIONS PAGE 1) Starting Off Right 2 String Names,Technique,Tuning,Finger Exercises, C & G7 Chords 2) Reading Music & Notes on the 1st & 2nd Strings 7
