Lesson plan

Fluently solve two-step equations by using inverse operations

teaches Common Core State Standards CCSS.Math.Content.7.EE.B.4a http://corestandards.org/Math/Content/7/EE/B/4/a
teaches Common Core State Standards CCSS.Math.Practice.MP1 http://corestandards.org/Math/Practice/MP1
teaches Common Core State Standards CCSS.Math.Practice.MP6 http://corestandards.org/Math/Practice/MP6

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Big Ideas: Fluency means being able to do something quickly and accurately. Fluency also includes the ability to think flexibly and choose an appropriate strategy. Equations can be solved using inverse operations and properties of additive/multiplicative equivalence. This lesson builds on students' previous work with two-step equations. By the time they attempt this task, students should have already spent time successfully representing and solving two-step equations. The task is embedded in a situation of two friends who are trying to reconstruct a math riddle one of them had heard. He remembers some pieces of the riddle, which is in the form of a two-step equation, and students will construct three possible equations that could have been the original riddle. The equations must meet specific requirements, such as being in the correct form, using decimals, fractions, and negative numbers, and always having a solution of x = 16. Students will show work to prove that each solution equals 16 using multiple representations (algebraic, bar model, and their choice). Additionally, students will reflect on how their work in this task demonstrates their developing fluency in solving two-step equations. This builds toward their future seventh grade work in solving two-step inequalities, as well as their work in solving multi-step equations and inequalities in eighth grade. Vocabulary: solution, variable, algebraic equation, bar model Special Materials: No special materials required