Instructor: Ms. Vines Lesson Title: Find the x!

Curriculum Area: Math

Design for Learning Grade Level/Cooperating Teacher: 7th grade/ Bryan Date: October 7, 2013 Estimated Time: 25-30 minutes

Standards Connection: Alabama CCRS 7th Grade Standard [7.EE.7] Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Learning Objective(s): The students will be able to solve equations using the distributive property. Evaluation of Learning Objective(s): The students will solve three equations using the distributive property with no errors. Engagement:

Today we are going to review the distributive property in equations, then work on some practice problems to help you get ready for your test. First, who can show me which equation written on the board has the distributive property in it? Teacher points to the board which has 2x = 4; 3 - 7y = 21 and 2 (x+1) = 6. Students should answer the last one uses the distributive property. If the students answer incorrectly, show the students the correct answer and say: You use the distributive property when two or more numbers being multiplied by a number inside the parenthesis. Lets work on a few examples together. You need a sheet of paper to work out these problems as I do and we will talk through them.
Learning Design: I. Teaching: Teacher writes a 3 (x-4) = 3 on the board. Now, when we use the distributive

property, we are going to multiply the number outside the parenthesis by everything inside the parenthesis and keep the sign. Teacher draws lines from the 3 to each number inside the parenthesis. When we have just an x listed, what number is always in front of it? Students should respond with 1. Exactly, 1 is always in front of an x unless otherwise specified. So, what is 3 times 1x? Students answer 3x. Yes! Teacher writes 3x on the board. What is 3 times -4? Students answer -12. Great! The answer is 12. So as I write this and take apart my parenthesis I will write 3x 12 = 3 because the very first thing we want to do with an equation is get rid of all the parenthesis. Now, that our parenthesis are gone, we are going to solve this problem like a two step equation. We are going to undo the -12 by adding 12 to both sides giving us 3x = 15, Teacher writes the process, then 3x = 15 on the board, then we are going to divide by 3, giving us x = 5. Teacher writes the process, then x = 5 on the board. Now lets try another one. This time, I want you to tell me what to do. Teacher writes -5 (b - 6) = 45 on the board. What do you notice about this equation? Students answer that the first number is a negative and that the variable is not x. Is that okay? Can we still solve it even though our variable, or letter, is a b and our first number is

a negative? Students should answer yes. Will these things change how we do anything? Students should answer no. Okay then, what did I say the very first thing we need to do is when we have an equation? Students respond, get rid of parenthesis. Very good! We must get rid of the parenthesis. How are we going to get rid of the parenthesis? Students answer by multiplying the outside number by everything on the inside. Okay, so what should I do first? Students answer multiply -5 x b to make -5b. Very good! Teacher writes -5b on the board. Someone else tell me what my next step is. Student answers multiply -5 x 6 to make -30. Great! Teacher writes -30 on the board. What do I do with these numbers now? Students answer that you set them on either side of the subtraction sign and set that equal to 45. Ok. Teacher writes -5b - (-30) = 45 on the board. Is this right? Students answer yes. If students do not tell the teacher the correct equation, she will still write
what they say on the board and ask them if it looks right, then show them how to make it correct if it is not. Now, how do we solve this two-step equation? Students

respond that first we must add 30 to both sides. Okay, why? Students respond that by adding 30 we will isolate the variable and cancel out the 30 on the left side of the equal sign. Teacher adds -30 to 30 and -30 to 45. What is 45 + (-30)? Students answer positive 15. Teacher writes -5b = 15 on the board. Next step? Students answer that we now must divide -5 from -5b and -5 from 15. Okay. Teacher begins to divide -5 and 15. What is 15 divided by -5? Students answer -3. Okay. So what is our answer? Students answer b = -3. Great. Now I want us to check this one. What do we do to check it? Students should answer by saying that we plug -3 in for b and solve the two-step equation. Teacher will question students
asking if it is necessary to plug 3 into the equation before we did the distributive property or if it will be okay to begin at the two-step equation. If students are unsure, the teacher will demonstrate the different options.

You guys are doing great! We are going to work out one more and then we will move on to something else. Teacher writes 3 (2r 4) = 24 on the board. What do you notice about this problem? Students answer that the variable has a number with it. Yes! The variable has a number with it, does this change anything about the way we solve the problem? Students should answer no. No! It should not affect it at all. If you find something like this on the test you go through the same process as any other time! Johnny, what do you do if you find a number beside the variable? Do you freak out? Johnny answers no. NO! Sally, will you get nervous if you see a problem like this on your test? Sally answers no. You will absolutely not! Now, someone tell me the first step every time we see a problem like this. Student answers that we must get rid of the parenthesis. Good! Get rid of those parenthesis. I like the way you think! How are we going to do that? Student says that we multiply everything outside the parenthesis by everything inside the parenthesis. Great job. We are going to multiply them. What is 3 times 2r? Students answer 6r. Yes! And what is 3 times -4? Students answer -12. Good, so what is our equation now? What do you have written on your papers when you do those steps? Students should answer 6r 12 = 24. Okay great, Teacher writes the equation on the board. What are we going to do now? Students answer that we are going to undo the negative 12 by adding 12. Yes! We want to put the 12 on the other side of the equation. Once we add 12 to this side, what do we have to do to the other side? Students answer that we add 12 to 24. Okay, what do we get when we add 24 and 12? Students answer 36. Teacher writes

6r = 36 on the board. Good! Now what? Students respond that we divide 6 from both sides. And what is 36 divided by 6? Students answer 6. Teacher writes all this on the board. So, what is our answer? Students answer r = 6. Very good. We arent

going to check this one, but what would I do if I were to check it? Students answer that we plug 6 in for r. Great job! I have a worksheet for you to practice on now. Feel free to ask me any questions you may have.
II. Opportunity for Practice:

Now we are going to watch a short video from Agent X. Teacher plays Agent X video. Teacher passes out Top Secret Mission envelops. Okay, you have been given your task. You have to find Agent X. She is somewhere on Samford Universitys campus. You are going to work in pairs to solve the Math problems to determine what building, floor, and room number she is in. At Samford, each building is numbered. Your envelop includes a map of Samford with a key to which building is which. When you finish I want you to tell me the name of the building name, the floor number and the room number she is in. You are working with a partner, but each person needs to show their own work. I am available for help if you need me. You may begin your mission. Students begin working on their task. Okay, group 1, what building can we find Agent X? Group 1 answers. Does everyone agree with group 1? Students answer. If students do not agree, the teacher will work out the problem on the board with assistance from the class. Group 2, what floor is Agent X on? Group 2 answers. Does everyone agree with group 2? Students answer. If
students do not agree, teacher will work the problem out on the board with assistance from the class. Group 3, what room is Agent X in? Group 3 answers. Does everyone agree? Students answer. If students do not agree, teacher will work the problem out on the board with assistance from the class.

III.

Great job everybody! We found Agent X! Now, her captors have asked for a ransom. That is a price to get her back. We owe them three distributive property problems each. This is going to be individual work. You will find the ransom note in the folder each person should take one and work out the problems on that page. Dont forget to put your name on the top. This is your ticket out the door. Students work out the three problems.
Closure:

Assessment:

IV.

Good work today guys! What did we work on today? Students answer the distributive property. Do you feel more prepared for your test? Students answer. Good! You are all going to do great! Youve worked really well today and I am very proud of you! Have a good day!

Content and Resources: Paper Pencil Agent X Video Mission Envelops Samford University Map Ransom notes with 3 distributive property problems Find X worksheet with 3 distributive property problems Plans for Individual Learners and Differentiation Strategies and I.E.P. Goals: I will walk around the room as I talk to the students to help them stay on task. I will give students the opportunity to ask questions and come to the board to work out problems if they are comfortable. During practice, I will listen to student conversations and interject clues when needed. Reflection:

Find Agent X We have taken Agent X and locked her away at Samford University. Your task is to use the clues inside this envelop to find her. Then, fulfill the ransom to get her back! Mwahahaha!

The Evil Integers

Clues
With a partner, find what building, floor and room number we are hiding Agent X. You may use scratch paper if you run out of room. The variable in these problems provide you with the information you want. Building: 3(b + 5) = 36

Floor: -7(2f 4) = -14

Room: 5 + 2(r + 4) = 33

Ransom
Now that you have found Agent X, you still need to collect the ransom to get her back. Complete these 3 problems individually and bring them with you when you come to collect her. You may use scratch paper if you run out of room. Show your work. 4(3x + 2) = 44

-5 + 2(x 8) = 11

8(2x + 3) = 72