Molloy College

Division of Education
Student: Caitlin King
Course: EDU 521
Grade: 8 Topic: Solving Linear Equations

Professor: Maria Esposito

Date: 11/28/16
Content Area: Math

INSTRUCTIONAL OBJECTIVES
After a class discussion, students will use inverse operation skills to solve equations and
identify when they have 1 solution, infinite solutions, or no solution, and correctly answer at
least 4 out of 5 questions on the topic in a Google Form.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

8.EE.7a Give examples of linear equations in one variable with one solution, infinitely

many solutions, or no solutions. Show which of these possibilities is the case by

successively transforming the given equation into simpler forms, until an equivalent
equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
Indicator This will be evident when students solve equations and identity their
type of solution, and what that solution means.

INSTRUCTIONAL RESOURCES
Smart Board
Teacher-made worksheet
Google Form

MOTIVATION
For the motivation in this lesson, we will refer back to the ThingLink that was
introduced on the first day of the unit. One of the links is to a video, Solve Me Maybe.

The video will get students engaged in what we are doing today, which will be the
beginning of learning how to solve equations. After the video is over, we will discuss the
song and I will ask students questions like, What does it mean to be a solution? How
do we find solutions? What happens if there is no solution? This will lead into the
main body of the lesson.

DEVELOPMENTAL PROCEDURES
After the motivation catches students interests in the topic, we will begin by
solving simple equations, like x + 1 = 5, on the worksheet that I have handed out to
students. As we go through these equations, we will discuss how there is only one
possible answer that could make the equation work, and that that one answer is called a
solution. We will discuss as a class what opposite operations, or inverse operations,
means, which were introduced in lesson 2 of this unit. After working on solving simple
equations on the worksheet independently, we will begin to tackle harder equations as a
class. These harder equations will give us solutions other than a number. These equations
may give students no solution or infinite solutions. Some of these equations will look
like 2x + 6 = 2x 4, or 3x +1 = 6x + 2. As a class we will discuss what it means to get no
solution or infinite solutions for an answer. I will ask questions like what does it mean to
have no solution to an equation? If we try out some numbers, will any of them work?
How many is infinite solutions? How is it possible to have that many solutions?
Students will practice more examples independently.
As closure, we will come back together as a class and go over the problems that
students worked on independently. I will answer any questions that students have on
how to solve equations and why some equations have no solution and infinite solutions.
To assess what students have learned, at the end of class students will answer questions
on a Google Form that is uploaded to the class website and also emailed to them. On that
form they will answer questions about types of solutions and how to find solutions to

equations. They will also be able to let me know how comfortable they feel with the
topic, and if they would like more practice.

INSTRUCTIONAL STRATEGIES
Discussion
Indicator: This will be evident when students and I are discussing the differences
between having 1 solution, infinite solutions, and no solution in equation that we have
solved. It will also be evident when we talk as a class about what kind of techniques we
can use to solve equations.
Scaffolding
Indicator: Allowing students to reach their conclusions on their own is vital, but so
is structuring the lesson so that they are guided to this point. By introducing the concept
of solutions as numbers that work in equations in Lesson 2, it will allow students to use
previous knowledge to create new connections between how many solutions we can have
for an equation.
Cooperative Learning
Indicator: This will be evident when students are set up in groups and
communicating their ideas with one another. This is an invaluable strategy as students
need to be able to successfully convey their thoughts and ideas to one another, and also
politely critique each others ideas.

ADAPTATIONS
Students with seating accommodations on their 504 plans or IEPs will be seated
appropriately in the classroom for this lesson.
Students who need printed copies of the notes, as per their 504 plans or IEPs, will
receive hard copies of all notes.

 Students who are English learners will be paired up with buddies to assist them
throughout the lesson.

DIFFERENTIATION OF INSTRUCTION
Struggling Learners:
For students who struggle with this topic, I will work closely with them when they
are working independently to be sure they understand the steps that need to be taken and
why they use specific skills when solving equations. Also, to differentiate for struggling
students, I can group these students with others that are moderately comfortable with the
material, that way the struggling students receive modeling and guidance from their
peers, and the comfortable students will be re-teaching the material, which in turn will
make their skills stronger.
Average Learners:
For the average student in my class I will offer guidance in scaffolding the lesson,
as well as my help as students work in groups together. I will also look to handpick the
groups so that average students can help and guide struggling students to both of their
benefit (see above).
Advanced Learners:
For the advanced students in my class I will provide them with more interesting
and thought-provoking questions, not just more work. These more challenging questions
might include Do you think that there are equations that have 2 solutions? Or 3
solutions? Try to come up with equations that have different numbers of solutions than
we have seen today.

ASSESSMENT
As an assessment of this topic, students will answer questions on a Google form.
The Google form will have questions based on todays topic of solving simple equations

and finding out what type of solution it has. Students will access this Google form on the
class website, or by a QR code that will be posted on the board for students to scan.

INDEPENDENT PRACTICE
As independent practice for this lesson, students will be given a homework
assignment based on the types of equations that we worked with in the lesson.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT
Direct Teacher Intervention
After viewing a video on solving simple equations, the student, under direct
teacher supervision, will solve a 1 step equation and state what type of solution it has.
Academic Enrichment
After viewing a video on solving 2 step equations, advanced students will show
their steps for solving 2 step equations and state what type of solutions exist.

REFERENCES
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to
college. San Francisco: Jossey-Bass.
(n.d.). Retrieved September 21, 2016, from
https://www.youtube.com/watch?v=OsEd7X5XuCU
(n.d.). Retrieved September 21, 2016, from http://mskingsalgebraclass.weebly.com/
(n.d.). Retrieved September 21, 2016, from
https://www.youtube.com/watch?v=qPC373fqOJw
New York State P-12 Common Core Learning Standards for Mathematics. (n.d.).