Heather Stephan WESTERN MIDDLE, ELON, NC
7th Grade Math : Unit #6 - Equations : Lesson #4

One Step Equations Review - Relay Race!

Objective: Students will be able to solve a one step equation using inverse operations AND check their work.
Standards: 7.EE.B.3 MP1 MP3 MP5 MP6
Subject(s): Math
60 minutes
1 Launch - 10 minutes

Opener: As students enter the room, they will immediately pick up and begin working on the opener – Instructional Strategy - Process for openers.  This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is mathematical practice 3

Learning Target:  After completion of the opener, I will address the day’s learning targets to the students.  For today's lesson, the intended target is “I can use inverse operations to solve a one-step equation.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day). 

2 Explore - 45 minutes

Relay Race: Instructional Strategy - Relay RaceIn this activity, students will be working with their table groups, persevering through problems and reasoning with one another (mathematical practice 1 and 3) until they can get the same answers I got - or prove me wrong! The problems in the relay race require that students pay close attention to signs and steps, and students should check their work with available tools! (mathematical practices 5 and 6).

Relay Race
Data Analysis

After looking through the Student Work, I am pleased with the progress my students have made throughout this entire week.  Let's face it, the week started off rough - my students looked at me like I had 65 heads when I was telling them to flip fractions and so forth. Now, looking through the work - I can see that they've got it.  One thing that I did not encourage, yet I see in their work that shows me that they do understand, is that some students will write / 2/3 (divide by two-thirds), but when they go to the other side, they will write * 3/2.  That shows me that they understand that they are dividing by 2/3, but that is really the same as multiplying by the reciprocal.  YES! Steps in the right direction :)