| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | One and two step equations |
| What length (min) | 30 |
| What age group | Year or Grade 7 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
One and Two-Step Equations
Year 7
Mathematics
20 students
30 minutes
This lesson aligns with the Australian Curriculum: Mathematics, focusing on the understanding and application of algebraic techniques, including solving equations.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Equations | 5 | Briefly introduce the concept of one and two-step equations using examples on the board. |
| 2 | Explanation of One-Step Equations | 5 | Explain how to solve one-step equations, demonstrating with examples and involving students in discussion. |
| 3 | Guidance on Two-Step Equations | 5 | Discuss the mechanics of solving two-step equations, providing guided examples. Encourage questions from students. |
| 4 | Printable Cards Activity | 7 | Distribute printable cards to students. Instruct them to fill out equations as a practice exercise while walking around to assist. |
| 5 | Random Checking of Cards | 3 | Collect the cards or perform a quick random check on some to gauge understanding without formal presentations. |
| 6 | Homework Assignment | 3 | Assign homework related to solving one and two-step equations. Explain instructions clearly. |
| 7 | Conclusion and Reflection | 2 | Summarize key points from the lesson, allowing for student questions or feedback about the lesson. |
Continuous assessment through student participation, completion of printable cards, and understanding demonstrated in collected work.
Homework assignment will be given, which will be checked for completion without asking students to present it in front of the class.
This lesson is tailored for Year 7 students, ensuring they meet the national curriculum standards while encouraging engagement and understanding in mathematical concepts.
“Good morning, everyone! Today, we are going to dive into the world of equations, specifically one and two-step equations. Can anyone tell me what an equation is? (Pause for responses) Great! An equation is a mathematical statement that asserts the equality of two expressions. Let’s look at a simple example together. On the board, I will write the equation (x + 5 = 10). (Write the equation) What do you think we need to do to find the value of (x)? (Encourage responses) Exactly, we’ll need to isolate (x)! So, let’s get started with one-step equations first.”
“Now, let’s break this down further. One-step equations are the simplest type of equations. For instance, let’s solve (x + 5 = 10). To isolate (x), we can subtract (5) from both sides. (Write this step on the board) So we have (x = 10 - 5), and what does (x) equal? (Wait for responses) Right, (x = 5). Does anyone have a different example of a one-step equation we could solve together? (Encourage discussion) Yes, you can say, (y - 3 = 7). Let’s work on that one as a class. (Write and solve it together) Excellent!”
“Wonderful job with one-step equations! Now, let’s look at two-step equations, which are a bit more complex. An example is (2x + 3 = 11). (Write this on the board) The first step is to deal with the constant term. Can anyone tell me what we should do first? (Wait for responses) Correct! We should subtract (3) from both sides. So we have (2x = 8). Next, what will we do? (Encourage responses) Exactly, we’ll divide both sides by (2). So, (x = 4). Let’s try another example together. How about (3x - 2 = 7)? What steps should we take? (Guide students through the solution) Great initiative!”
“Alright class, now it's time for you to practice! I’m going to hand out printable cards with various equations. Your task is to solve as many as you can. While you work on this, I’ll be walking around to assist you if you're struggling with any of them. I’ll also be checking in to see how you’re progressing. Ready? Let’s go! (Distribute cards and start the activity) Remember to raise your hand if you have questions.”
“Okay, time’s up! Let’s take a moment to check your understanding. I will randomly check some of your cards. Please raise your hand if you would like me to take a look at yours. You won’t be presenting these formally, but I want to see how you’re doing with your equations. (Check cards and provide feedback) Great work, everyone!”
“Now, before we wrap up for the day, I have a homework assignment for you. I’d like you to complete a worksheet on one and two-step equations. It’s a great way to practice what we’ve learned today. Make sure you include your workings, and remember, I will check for completion but you won’t need to present it in class. Do you all understand the assignment? (Confirm understanding) Excellent!”
“To finish, let’s quickly review what we’ve learned. We discussed one and two-step equations, worked through examples together, and engaged in some hands-on practice. Does anyone have any questions or comments about what we covered today? (Pause for any final thoughts) Alright, great job today, everyone! Remember to take your homework seriously, and I look forward to seeing your progress in our next lesson. Have a fantastic day!”
Solve the one-step equation: (x + 7 = 15). What is the value of (x)?
Rewrite and solve the one-step equation: (y - 4 = 11). What value do you find for (y)?
If (3z = 12), what is the value of (z)? Explain your reasoning.
Solve the two-step equation: (5x + 2 = 17). Show each step of your working.
What do you get when you solve the equation (4y - 5 = 11)? Provide a detailed explanation of each step.
Write a two-step equation of your own and solve it. What are the steps you took to reach the solution?
If you have the equation (6x - 3 = 21), how would you isolate (x)? What is the final answer?
Create a one-step and a two-step equation that you would like to solve. Include both the equations and their solutions.
Explain the difference between one-step and two-step equations. Provide examples for each type.
Reflect on what you learned in today’s lesson. What was the most challenging part about solving equations, and how did you overcome it?
| Question | Answer |
|---------------------------------------------------------------|--------|
| What is an equation? | |
| How do you isolate a variable in a one-step equation? | |
| Can you provide an example of a one-step equation? | |
| What is the first step to solve the equation \(2x + 3 = 11\)?| |
| What do we do after isolating the constant in a two-step equation? | |
| Can you solve the equation \(3x - 2 = 7\) step by step? | |
| Why is it important to include workings in your homework? | |
| What did you find challenging about today's lesson? | |
| How do one and two-step equations differ? | |
| Can you summarise what we learned about equations today? | |