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Solving Algebraic Equations with Visual Models | Engaging Math Lesson for Students

This math lesson focuses on solving equations using tape diagrams and algebraic methods. Students will apply variables to represent ages and write expressions to solve real-world problems. By using visual models and algebra, students will reason and solve one-variable and multi-step equations with accuracy. Vocabulary includes properties of equality, order of operations, and expressions. Accommodations are provided for varying learning needs.

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Solving Algebraic Equations with Visual Models | Engaging Math Lesson for Students

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  1. DO NOW: • Take out packet and H.W. 2. Use tape diagrams and equations to solve the problem with visual models and algebraic methods. Alyssa is twice as old as Brittany, and Jazmyn is 15 years older than Alyssa. If Jazmyn is 35 years old, how old is Brittany? Let a represent Alyssa’s age in years and b represent Brittany’s age in years.

  2. Objective: I will be able to:Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set and solve real-world and mathematical problems by writing and solving equations So I can learn how to reason about and solve one-variable equations in order to solve multi-step equations by using tables to determine my answers. I will show that I understood it by verbally discussing and then successfully writing the solutions to complete at least 2 problems from the pg. 147 packet of real world problems with my partners with at least 80% accuracy. 6.EE.B.6, 6.EE.B.7

  3. Vocabulary: Expression Equation order of operation Properties properties of equality multi-step equation

  4. Page 147 #1 “I do…..” 1 2 3 6 490 1470 2940 980 • A baby requires • 490 small diapers • 980 medium diapers (2 490 =980) • 1470 large diapers (3 490 =1470)

  5. Page 147 #2 “We do…..” Tom has 25 pencils. 75 – 25 = 50 more pencils than pen 3 1 4 75 25 100

  6. Page 147 #3 “YOU do…..” a. b. c.

  7. Classwork • Independently, or with your partners, complete the remaining problems in your packet. • If you finish your packet early, please complete pages 144 and 145. • Whole class check in.

  8. How do you feel about this lesson? topic.

  9. Page 147 #4 “YOU do…..” a. b.

  10. Page 147 #5 “YOU do…..” a. b.

  11. Page 147 #6 “YOU do…..” a. b. • Donovan scored 6 points • Jeremy scored 18 pts. (3 6 =18) • Kolby scored 12 pts.(2 6= 12)

  12. How do you feel about this lesson? topic.

  13. Ticket-To-GoPick up from teacher. Must pass in for a GRADE! • Finish Classwork • Page 146 #3, 4

  14. Accommodations • Read or reread presentation or activity directions, as needed or after prompting • Use examples to model and act as a guide for emerging learners

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