Lesson Plan : Hands On Equations
Teacher Name: | Nicole Newland |
Grade: | Grade 4 |
Subject: | Math |
Topic: | Algebra |
Content: | Algebra, Variable, Balanced, Equation, Expression, unknown, constant |
Goals: | 1. Be able to solve simple algebraic equations. A. Be able to model real – world and mathematical problems with simple number sentences (equations and inequalities) with a variable or a missing value (e.g., 4 = 7 - ___, N + 5 > 14, ½ + N = 1) and apply simple number sentences to solve real – world problems. (MA-04-5.3.1 DOK 2) 2. Be able to use the properties of addition and/or multiplication (commutative, associative, identity, zero) in written and mental computation. (MA-04-1.5.2) 7B. Be able to extend patterns, find the missing term(s) in a pattern or describe rules for patterns (e.g., numbers, pictures, tables, words) from real – world and mathematical problems. (MA-05-5.1.1 DOK 3) 7E. Be able to model verbal descriptions of real – world and mathematical problems using a variable or a missing value in an expression. (MA-05-5.2.1 DOK 2) 7G. Be able to use commutative properties of addition and multiplication, the associative properties of addition and multiplication, the identity properties of addition and multiplication, and the zero property of multiplication in written and mental computation. (MA-05-1.5.2) C. Represent and analyze mathematical situations and structures using algebraic representations. |
Objectives: | Evaluate expressions involving basic operations by substitution. Use Variables in contextual situations. Solve equations with one variable represented by a letter or symbol. |
Materials: | Hands-On Equations materials: cubes, pawns, balance scale graphic organizer, teacher model set (similar to student materials) |
Introduction: | Discuss with students the purpose of a scale, what it is, how it's used, different types. Discuss how a scale becomes balanced. Demonstrate with hands acting as the pans in a balanced scale. Bring two students forward to act out how to keep both sides of the scale balanced by adding to or taking away. |
Development: | Show students the pieces in the Hands-On Equation sets. Each pawn represents an unknown number. It is a variable. Explain that the root word "vary" means to change. Show the cubes and explain that they are constants and represent numbers that do not vary. Model for students different equations such as 2X=6. Show that the x is an unknown number. It is written as x. If the constant 6 were on ones side of the scale and two pawns were on the other side, what would each pawn need to be worth to keep the scale balanced. Model how to solve equations 1st by using the guess and check method, and then by using legal moves. Model how to check a problem's answer. Show that the x is and unknown number. It is written as a cursive x. If the constant 10 were on one side of the scale and two pawns were on the other side, what would each pawn need to be to keep the scale balanced. Model how to solve equations by making legal moves. Define legal moves. Model to students how to check a problem. (problem solving strategy: quess and check) Model to students how to show an answer silently with fingers to avoid shouting out answers. |
Practice: | Pass out student materials: bag of pawns and cubes & scale graphic organizer. Do the 1st problems together, the students using their pieces while I model with the teacher pieces. Pass out student sets. Have students take out of the bags the necessary pieces for the days lessons. Write an equation on the board/overhead. Students set it up and make any legal moves and solve. Do a few more examples with them. |
Accommodations: | For students in need of more support (especially those not identified as gifted in math), I will provide assistance and a partner who needs similar support. For students demonstrating a need for more challenging problems, they may be able to solve the equations without using the manipulatives. |
Checking For Understanding: | Circulating among the students during the independent practice checking for understanding. We will check the answers and demonstrate the solutions on the teacher set of pawns and cubes. |
Closure: | Same as checking for understanding. |
Evaluation: | Teacher observation Students' strategies for solving the equations Formal worksheet |
Teacher Reflections: |
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