South Carolina ETV

South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

Sliding into Equations (Grade 9)

Master Teacher

Jacqueline Johnson

Time Allotment

One 90-minute block

Overview

This lesson is designed to introduce the students to the language of Algebra. In this lesson students learn how to model relationships with equations and formulas using variables.

Subject Matter

Mathematics

Learning Objectives

Students will be able to:

Translate sentences into equations and translate equations into sentences;
Solve real life problems using verbal models to write equations.

South Carolina Standards

Visit SC Standards Web site

Algebra End-of-Course Objectives:

I.A.3- Describe functional relationships for given problem situations and write equations.

Media Components

Web Sites

Lesson on Writing Algebraic Equations

This site gives students the opportunity to practice online. The student will logon to the Web site and then scroll down to the exercises. After students complete the exercises, tell them to click the result box so you may record their grades.

Algebra I Homework Help

This site provides activities online to support this lesson. After typing the URL address, type the keyword: MA1 Homework help. Click on the activity of your choice.

Materials

Interactive Chalkboard software, Glencoe McGraw-Hill: Algebra 1
Inspiration software
index cards
markers
8 ½ x 11 copy paper
grocery bags (1 for each group)
Sticky Tab Adhesive

Equipment

computers for students
Laptop computer for teacher
27-inch television
overhead projector
projection screen,
LCD projector
AverKey
VCR

Prep for Teachers

Prior to teaching the lesson, bookmark the Web sites that will be used in the lesson using Portaportal.com, a Web-based bookmarking utility that lets you store links to your favorite Web sites online.
Prior to teaching the lesson, connect the LCD projector to the computer. Click on programs: Click on PowerPoint. Click on view, click on slide show.
Prepare the hands-on element of the lesson by copying the Activity Sheets. Cut and paste Activity Sheet 1 on index cards. There will be 30 cards per bag.
Duplicate Activity Sheet 2 for each student.
Preview Internet sites.
When using media, provide students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

Introductory Activity

Step 1: Begin the lesson by drawing a square on the chalkboard and asking the following question: What is the area of a square if the sides are 4m in length? State the formula. (A= s^2) What do we call A? (A variable) What is the definition for a variable? (A variable is a letter used in algebra to represent an unknown value.) Today, we will use variables and symbols for operations to translate sentences into equations and equations into sentences.

Step 2: Use the Inspiration software to create a graphic organizer answering the following questions:

What are the key words for addition? (More than, sum, etc.)
Subtraction? (Difference, less than, minus)
Division? (Quotient, divided by, etc.)
Multiplication? (Twice, product, etc.)
What key word in algebra represents equal to? (Is)

(Note to Teacher: If you don't have access to the Inspiration software to create a graphic organizer, see Activity Sheet 4.)

Learning Activity

Step 1: Put the Interactive Chalkboard CD in drive D and click on START, and then click on AL1 Chapter 3. Next click on VIEW, then Slideshow. CLICK the right arrow. CLICK the right arrow two times until you get to Lesson 3-1 Writing Equations. CLICK on Example 1A: Translate Sentences into Equations. PAUSE, have students to read the sentence.

Step 2: Provide a Focus for Media Interaction by asking students: What word describes the operation? (Divided by means to divide and less than means to subtract.)

Step 3: At this point explain the difference between less than which means to subtract and is less than which means an inequality.

Step 4: PRESS the space bar to divide the equation into parts. Wait two minutes and have the students to write the answer. Randomly call on students to give their answers. PRESS the space bar to show the answer.

Step 5: CLICK the right arrow to show Example 1B. Have a student read the problem. Provide students with a Focus for Media Interaction by asking: What words describe the operation?

Step 6: PRESS the space bar to separate the sentence. Randomly call on students to give their answers. PRESS the space bar to show the answer.

Step 7: CLICK the right arrow key to display "Your Turn." Set the timer for 5 minutes to allow the students to work the problems. When the timer goes off, call on a student to explain each answer.

Step 8: At this point you can go to examples 3, 4, and 5 or example 2. (Note to Teacher: This will depend on the type of students you have.) Example 2 is an application problem. The students are given a word problem and are asked to write an equation and solve it. Examples 3, 4, and 5 continue to give the students sentences that they have to translate into equations. After Example 4, students are given the opportunity to work independently. Example 5 is also a word problem that requires the student to write an equation then solve it.

Culminating Activity

Step 1: Call on students to summarize the lesson.

Step 2: Divide the class into groups of five students each. Place each group in a corner of the room.

Step 3: Two titles will be placed on a wall in the corners of the classroom: Verbal Model and Equations/Expressions.

Step 4: Explain the directions for the game: "Sentences in a Bag." Each group will be given a grocery bag filled with ten verbal sentences or phrases and ten equations or expressions. (Activity Sheet 1) The first team member will pull a strip from the bag and tape the strip on the Wall. The second person will pull a strip and check to see if it matches the first strip. If it matches, place the strip next to the verbal model. If it does not match, place the strip on the appropriate side. Talking is not permitted in the game. Each group is given 5 minutes to work. Points will be deducted if any group member talks. Each group will receive 5 points for each correct match.

Assessment

Have students complete Activity Sheet 2: Writing Equations Quiz.

Cross-Curricular Extensions

English: Students will create a Problem-Solution graphic Organizer in their journals. Distribute Activity Sheet 3.

Writing: Students will list the phrases that imply addition, subtraction, multiplication and division. They will also explain generalizations as to whether the order in which terms are written makes a difference.

Students will write a real world problem, a series of questions that will lead to an equation, and act out the situation and solve it.

Students will use the graphing calculator table set feature to solve equations.

Health: Students will discuss the possible uses of mathematics in nursing and other related health care fields.

Community Connections

0 Students are given the task of creating five real world examples using equations. They will also use the Internet to research jobs that use phrases that could be translated into equations.

Student Materials

Zip lock storage bags of sentences
and equations

grocery bags (1 per group

computer

markers

Sticky tab adhesive