LUSD Whole Group Lesson Design Template
OPENING
◻ Prominently display Target Standards Poster for Unit.
◻ “Touch” the standards for the day on the Target Standards Poster to begin each lesson.
CA Standard 8EE7- Analyze and solve linear equations and pairs of simultaneous linear equations.
Solve linear equations in one variable. (One, Infinite or No Solution)
CCC Standard
Main Point for Today Objective:
By the end of today’s Students will be able to solve linear two-step equations of the form
lesson, students will
demonstrate how to solve
a) px + q = r & b) (p + x)/q = r by using “ inverse operations”.
two-step equations by using
inverse operations”
Emotional Hook/WARM- Which One Doesn’t Belong?
UP 2X + 3 2X + 3 = 8
● Prior Knowledge 2= X - 3 2(x - 3) = 4
● Relevance
● Curiosity Teacher will discuss answers/responses with whole class and next, we will discuss on
1. Prior knowledge about how to solve equations
2. What students remember about inverse operations and solving equations in general.
UNDO
UNDO
Time: _______mins
BODY
I DO Students will fold line paper in half to use Student Task:
Whole Group Teacher Cornell notes style a list of 3-5 examples: Class will analyze the different operations
We start from basic/simple two-step performed on our variable x (10 seconds),
What is the 1st thing that is equations and build from there: and make a list. What has been done to x?
done to the “x”?
Think for 10 seconds 1. Solve 2x + 3 = 7 Student 1 will talk to partner 2 (15 seconds)
Partners 1 & 2 Share responses to whole class. Make a list
Responses 2. (x/2)-17 = -25 1. Start with x
How do we work 2. Multiply by 2
backwards to get 1. Add 3
back to “x”? How do we “UNDO” these operations to get
back to our x?
Key Vocabulary to Model Student 2 talk to student 1(15 seconds)
Inverse operations, opposite, undo, order Share responses from student 1
of operations
Copyright 2012 Principal’s Exchange
LUSD Whole Group Lesson Design Template
WE DO Teacher Task Student Task:
(Guided Practice) Ex 3: Solve 2(5x -7) = 36 Class will analyze the different operations performed on
“Hourglass” our variable x (10 seconds), and make a list. What has
● Whole Group been done to x?
● Comprehension
Check Student 1 will talk to partner 2 (15 seconds)
● Small Group Share responses to whole class. Make a list
Ex 4: 2(-6+3x)/7 = 6 1. Start with x
2. Multiply by 5
3. Subtract 7
4. Multiply by 2
Time: _______ mins
How we do undo these operations to get back to “x”?
Student 1 talk to partner 2 (15 seconds)
Share responses with whole class
YOU DO: Teacher Task: Student Task: Students will work independently or in pairs 3-4
“Perfect Practice” Teacher will provide a problems chosen by teacher.
● Independent handout for
Practice WITH independent practice
Feedback and will monitor by
circulating around the
Time: _______mins room checking for
understanding and
providing assistance
CLOSING
● Exit Ticket or MVP
(Most Valuable Point) A volunteer will show their work to class on the problems assigned by teacher.
● “Touch” the standard
for the day on the
Target Standards
Poster to end each Time: _______mins
lesson.
Copyright 2012 Principal’s Exchange
