8th+Grade+Math+Day+3

[8th Grade] [8th Grade Assignment Sheets] Language Arts] Math] Science] Social Studies] Math Unit Plan] Day 1] 2] [3] 4] 5] 6] 7] 8] 9] 10]

Math Solving Equations by Adding and Subtracting 8th Grade
 * Subject **
 * Topic **
 * Grade Level **

Focus attention/motivation: 10 minutes Instructional input and modeling: 15 minutes Student engagement/practice: 15 minutes Closure: 5 minutes
 * Time Frame **

The overall goal for this lesson is to have students learn new math vocabulary and solve equations using addition and subtraction.
 * Overall Goal/ Purpose **

IL.1.B.3a Preview reading materials, make predictions and relate reading to information from other sources. IL.6 GOAL: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. IL.6.B STANDARD: Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. IL.8.D.3a Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities. Instructional Objectives ** Students will be able to solve equations using addition. Students will be able to solve equations using subtraction. Students will be able to define different math concepts.
 * State Standards **

· smart board · puzzle pieces with different equations · copies of 1-3 Exploration worksheet
 * Materials **

** Focus Attention/Motivation: ** · When the students come into the classroom I will have the vocabulary words and the title of the chapter on the smart board. o Equation, solve, solution, inverse operation, isolate the variable, addition property of equality, subtraction property of equality o Title: Solving Equations by Adding and Subtracting · Since the students are learning about predicting in LA the students will predict what 4 out of the 7 vocab words mean and predict what they think they are going to be learning about in this chapter in their journal section in their math binders. · I will give the students 5 minutes to complete this and then we will discuss their predictions to see if anyone had any other similar ideas of the chapter. · I will also allow 2 – 3 minutes in case anyone wants to share their autobiography.
 * Procedures **

· I will then have a balance scale with equal weights in the front of the room. · I will ask the students what will happen if I added or subtracted an equal amount of weight on both sides. o I will demonstrate adding weight to one side and subtracting weight from another. · I will tell the students that equations are like balance scales; we must always keep the sides equal. · Before I actually solve an equation with the students I will review with students how to determine whether a given values is a solution of an equation. · I will then discuss how to find a solution by “undoing” the operation in the equation. · I will begin to demonstrate the steps on the smart board. · I will emphasize the importance of the students writing all of their steps down when solving and checking the equations. o Tell them that this skill needs to be strengthened now and they should get in the habit of writing down steps now because in the future they will be solving problems with 6 or more steps. · I will do multiple examples on the board. o 3 + T = 11 § Minus 3 from each side to get T = 8 · I will also show the students how to go back and check their work. o If they think T is 8 all they have to do is go back to the original problem and plug 8 in for T. · In order for the students to get enough practice with this concept I will have the students work on the exploration 1-3 worksheet that deals with evaluating the expressions and substituting different values into the variables. · We will then go over the sheet as a class to check for understanding. · I will then pass out puzzle pieces to each student. o On the puzzle piece there will be an equation such as: § K + 3 = 4 (everyone will be different) · The students need to solve the problem and write the answer on the back of the puzzle piece. · The students then need to walk around the classroom and find their pair. o Their pair will be the classmate that got the same answer but has a different equation. § Everyone will only have 1 pair. § This will help students re-check their answers if students end up with a group of 3 or 4 · This short game will get them to use the skill and to get up and moving for a short time. · The students will return to their seats and I will put an algebra math game on the smart board for the whole class to play. o [] § The students are basketball players and an equation comes up and they have to choose their right basketball that has the right answer. o Each student will have a chance to go to the board. · I will shut the game off and bring up the smart board slide I made before class that has: o X + 4 = 9 o 10 = N + 3 o 12 + y =15 · The students will have to tell me what operation they would use to complete the problems. o Subtraction. · I will then assign the homework which will be to create a poem using the vocabulary words from this chapter. o It will be due the next day.
 * Instructional Input & Modeling: **
 * Student Engagement/Practice: **
 * Closure: **

I will use their predictions at the beginning of the class to determine how much time needs to be spent talking about vocabulary. I will use their puzzle piece game and their worksheet as a formative assessment during class. As a summative assessment I will use the online game and the poem the students created for homework. Resources ** 8th Grade Math Games
 * Assessment **
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To accommodate the __struggling students__ I could have some students work in pairs and each student would receive a different recording sheet with addition and subtraction equations. Each student solves the first equation and then gives the paper to his or her partner to check the solution. If both solutions are correct, they exchange again to get their original papers and solve the next equation. If a solution is not correct, the two students work together to find the correct solution.
 * Accommodations **

To accommodate the __gifted students__ I could have them create their own addition and subtraction problems and switch with a friend. I could also have these students write a Step by Step procedure to solving these equations on the computer to give each student.