Mathematics Lesson Plan II: Exploring Equality

Mathematics Lesson Plan II: Exploring Equality

Related Standards:

NCSCOS (http://www.dpi.state.nc.us/curriculum/mathmatics/scos/): In Grade 8, Competency Goal 5 states, “The learners will understand and use linear relations and functions”.

Objective 5.01 Develop an understanding of function.

a. Translate among verbal, tabular, graphic, and algebraic representations of functions.

Goals and objectives:

· Given a set of blocks or cards and a numerical amount, students will determine an amount equal to the given numerical amount.

Essential Question:

· What does it mean for two quantities to be equal?

Special considerations:

For students with Learning Disability/ADHD/Autism:

· During the activity, begin students that may have difficulties with the positive only blocks. They can later switch to the cards.

· Cooperative learning will allow students peer interaction.

Materials:

Alana’s pledge plan graph, blocks and cards for equality activity

Homework Due Today:

What's My Rule (Notebook Page 22)

Review (3.1):

Project Alana’s pledge plan graph on the overhead. Ask students what the point (30, 20) means. Expected response: if she walks 30, she gets $20. Have students get out NB24, MSA pg 48, B1. Explain what question in looking for and give students individual time to answer. Check for understanding while students work to find solution.

Question for class: Show of hands, how many used the graph to find the solution to the equation? Call on student to show how they used the graph to find the solution (12.5). Ask students if any used the table to find the solution? If so, have them show how.

Launch (3.2):
Brainstorm and discuss the word equation *Write down student responses on overhead* Looking for students to talk about the equal sign. Have students give an example of an equation, explain that both sides will have equal amounts. Give students more examples, 2+3 = 5, 10 = 15 – 5, 100 x 1 = 100 x 1. So if I have an equation 6 = 1 + ___ what could I put on this side of the equation to make it equal?

Explore (Equality Card/Block Activity):

Students work in cooperative groups to explore equality. Students will be given blocks or cards. *The numbers on the blocks are on the top*. If the students have cards, they will use the black numbers as positive and the red numbers as negative. Students with the blocks will only use positive numbers. The student on the RHS will determine any amount using any combination of cards or blocks. The student on the LHS will have to figure out what block or card combination they can use the make their amount equal to their partners. Once the amounts are equal, students will place an equal sign notecard in between them. Students will take turns determining the initial amount. Students will write three of their equalities in their notebooks.

Summarize:

Display and discuss equation 85 = 70 + 15. Ask students what would we have to do to the equation to keep it equal if we
• subtract 15 from the left-hand side of the equation? Model 70 = 70
• add 10 to the right-hand side of the original equation? 95 = 70 + 15 + 10
• divide the left-hand side of the original equation by 5? 17 = 14 + 3
• multiply the right-hand side of the original equation by 4? 340 = 280 + 60