Matt Kettenhofen

Daily Lesson Plan Template

Lesson Title/Subject: Solving Simple Equations - Math
Standards: [7.EE.B.4] [7.NS.A.1a] [7.EE.A.1]
Purpose/Rationale: Use the 4 major operations to isolate a variable.
Background Knowledge: Build on students prior knowledge of how to
create zero pairs. Prior knowledge of inverse operations.
*Instructional Objectives: Must be
written in ABCD format observable and
measurable

Assessment (formal/informal)
HOW you will assess: WHAT you
will be looking for: Must align with
objective to the left

Students will be able to use

properties of addition, subtraction,
multiplication, and division in order
to isolate and solve for a variable.
Students will work solo on
whiteboards, and with partners.

Students will be using whiteboards to

show me their work and answers.
Think, pair, share will be used to
check for understanding.

*Language Objectives:

Think
about the language demands of the
lesson to determine the language
objectives. Each lesson must have at
least two academic language objectives.
The students will

Assessment (formal/informal)
HOW you will assess: WHAT you
will be looking for:

Students will be introduced to, and

expected to use new vocabulary
such as isolate, and manipulate.
Students will be able to read
equations and determine what
operation is required to solve for the
variable.
*Multicultural Objectives:
** How will the lesson address social

Students will need to verbally share

their answers to partners or the
teacher and use the terms correctly.
Through sharing out, and the use of
whiteboards, I can check if they
know what operation is required.

issues that relate to their life

experiences, communities, etc.

I will relate the discussion about

equations being a scale with tamales
on one side, and money on the other.
I will use the tamales as an opener to
have a brief discussion about Cinco
de Mayo and its cultural significance

Must align with objective to the left

Assessment (formal/informal)HOW you will assess: WHAT you

will be looking for:
At the end of the period, the
students will need to give me an exit
ticket with 2 things they learned
about Mexico and its traditions.

to the Mexican community.

*Expand table as necessary.
**Will be required by Week 8 of the semester

Materials and Safety Precautions (if applicable) (List all materials and
resources to carry out this lesson. Then talk about potential safety issues and how
you will assure necessary precautions are followed)

White boards, markers, and erasers.

Spiral notebooks, pencils.
Calculators.
Chromebooks.

Accommodations for special needs, advanced and English language

learners.
Students with poorer vision have been moved to the front of the class. The
lesson will be displayed from a large projector to help students see the work
clearly. During word problems, after 10-30 seconds key words will be
highlighted on the screen to help ELs who are struggling to decipher the
paragraph of text. During the math calculation, steps will be color
coordinated.
Procedure:
Pre-Read/Warm-up:
To begin the lesson, the hook I was planning to use involved either a
literal balance scale, or one that I would project on the screen. On one side of
the scale would be tamales, and the other would be money. The scale
represents a mathematical equation, and how we always want our equations
balanced. If we take something off of one side of the scale (equation) then
the scale becomes unbalanced. Therefore, we need to remove and add things
to both sides of the equation in order to make sure that the equation remains
balanced. From that I would lead into a discussion about Cinco de Mayo. I
would first ask the students to tell me what they knew about the holiday.
Depending on their responses the conversation could go a few directions. I
would make sure to cover that it is celebrating a military victory in 1862 in
the Franco-Mexican War. It is a relatively minor holiday in Mexico, but the U.S
it is a much bigger day. In the U.S it has turned into a celebration of Mexican
culture, there are parades, mariachi music, and traditional Mexican food such
as tamales. I would also clarify the misconception that it is the celebration of
Mexican independence. The conversation will last from 5-7 minutes and my
CFU comes in the form of an exit ticket at the end of the period, where
students must write for me 2 new things they learned about Mexico or Cinco
de Mayo.
Lesson Delivery:
Begin with displaying a simple 1 variable equation that theyre familiar with.

8+ x=12
Review the idea of inverse operations, subtraction is the opposite of addition,
multiplication is the opposite of division, etc
Emphasize that if we must do the same thing to both sides, refer to balance
scale again.

Display a very difficult problem, do not have them copy it. Let them know
that this is eventually the type of equation theyll be able to solve.

2 x +3

( 23 x +4 )=x5

Display 4 practice problems for them to workout in their spirals. Spirals will
be used in order for them to be able to look back at these practice problems.
Walk them through/ask for volunteer help on the first 2 practice problems.
They have to solve the last 2 on their own. Go over the concept of
plugging your answer back in to check.

x5=13
3+ x =9

x+ 9=5 1
x6=5

Go over Part 1 Slide 2 (see attached screenshot)

Go over Part 2 Slides 1 & 2 (see attached screenshot)
Give practice problems for students to work on whiteboards. (Intentionally
more problems listed, use judgement to determine how many you need to
actually cover)

x+ 5=52

5+ x=8
x7=21
x8=32