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NCSC Math Activities with Scripted Systematic Instruction (MASSI): Middle School Equations

Keri Bethune

Julie Thompson

Alicia Saunders

Diane Browder

Amy Lehew

January 2013

Revised September 2017

Reposted March 11, 2013

MASSI: Math Activities with Scripted Systematic Instruction Activity: Going BowlingGrade Band: Grades 6-8Concept: Equations

Florida Standard

Access Points

MASSI OBJECTIVES

MAFS.6.EE.2.7

Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all non-negative rational numbers.

6th MAFS.6.EE.2.AP.7b

Solve real-world, single-step linear equations involving positive rational numbers.

Write an equation given story problem and solve equation.

MAFS.7.EE.2.4

Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

7th MAFS.7.EE.2.AP.4b

Solve equations with one variable based on real-world problems.

Write an equation given story problem and solve equation.

MAFS.8.EE.3.7

Solve linear equations in one variable.

8th MAFS.8.EE.3.AP.7a

Simplify linear equations and solve for one variable.

Given multiplication equation solve for variable.

Be sure to provide specific practice to students on the skills that correspond to their grade level.

Teaching Materials: story problems (cut apart and laminated), equation template (one for teacher and each student, laminated), number line (one for teacher and each student, laminated), bowling photos, isolating and solving for variable template (one for teacher and each student, laminated). Note: Teachers may rewrite story problems using names of the students in the class.

Other Materials: calculators for each student; snack and other items students could practice buying and selling at a bowling alley concession stand; realistic looking pretend money or real money

Worksheets: worksheet for each section of lesson

Assessments: progress monitoring and skills tests for each section of lesson

SCRIPT FOR LESSON

BUILD ESSENTIAL UNDERSTANDINGS CONCEPT AND SYMBOLS:

Identifying the Number from a Sentence (Skip this section for students who understand these relationships and can identify these concepts)

INTRODUCE ACTIVITY:

Today we are going to learn how to keep track of our money when we go bowling. Here are some pictures of a bowling alley. Have any of you been bowling before? Give students opportunity to answer yes/no. We have to pay to go bowling. It costs money for shoes, games, and snacks. Today we are going to practice learning how to keep track of what we might spend at a bowling alley by using variables in our equations.

INTRODUCE THE PROBLEM:

Display story problem. Here is a story about going bowling. Lucia had \$15 for bowling. Lucia spent \$8 on shoes and games. She spent the rest on snacks. How much did Lucia spend on snacks?

MODEL THE PROCESS:

The first thing I need to do to answer the story problem is to write an equation, but before I can write an equation I need to find the numbers in my story problem. Do you see any numbers? Give students opportunity to answer yes/no. Point to a number. Wait 4 seconds for students to respond. Here is a number. Circle 15. It is number 15. Do you see another number? Give students opportunity to answer yes/no. Point to a number. Wait 4 seconds for students to respond. Good. That is number 8. Circle 8.

STUDENT PRACTICE:

Now it is your turn to practice. Display story problem. Use CONSTANT TIME DELAY script as need to help students with each step. *Note: in this exercise, change numbers daily to prevent rote memorization.

CHECK AND SCORE

STEP

Teacher Says/Does

Student Response

1.

Lets try another problem. Shawn has 5 dollars in his hand. He has more in his pocket. He has 12 dollars in total. How many are in his pocket? Circle the numbers.

Student circles/eye gazes to numbers in story problem.

6th 7th BUILD A GRADE ALIGNED COMPONENT: Creating an Equation

8th BUILD ESSENTIAL UNDERSTANDING: Symbol Concept

INTRODUCE PROBLEM:

Display Shawn story problem. We are going to solve these problems. In both of the problems there is a number we dont know yet. We will solve the problem using a variable. A variable is a letter that can be used in place of a number you dont know yet.

MODEL THE PROCESS:

Model using Equation Template. Lets review our story problem about Shawn. I am going to read the three sentences. One doesnt have a number. Well use a letter when we dont know the number. Lets put them in our equation as we go. Shawn has 5 dollars in his hand. How many dollars are in his hand? Provide wait time for students to respond. Yes, 5. Write five on line. He has more in his pocket? Provide wait time for students to respond. We dont know do we? There isnt a number. Lets use a p for pocket. Write + p. I am writing + p because we know that Shawn had 5 dollars in his hand AND some dollars in his pocket. I want to add the 5 and the p. Point to last line in problem. He has 12 dollars in total. How many in total? Provide wait time for students to respond. Yes, 12. So my equation is 5 + p = 12.

STUDENT PRACTICE:

Display Slade story problem. Provide student with the Equation Template. Use SYSTEM OF LEAST PROMPTS script as needed to help students with each step.

CHECK AND SCORE

Step

Teacher Says/Does

Student Response

2.

Lets read the problem together. Slade bought 2 candy bars. Later he bought more candy. He ate 4 pieces total. Write the equation that represents this problem. Use the letter c to represent the unknown amount of candy. Write the first number.

** Have the students write the numbers/digits on the template, but do not score writing ability. If students are unable to write the number, they can use number/letter stamps or direct the teacher to write it for them.

Student writes/stamps/uses Velcro numbers/points to/eye gazes to write 2.

**The full correct answer is 2 + c = 4

(This is broken down into task analyzed steps)

3.

Wait for students to independently write plus or say What do you write next?

Student writes/stamps/uses Velcro numbers/points to/eye gazes to the plus sign.

4.

Wait for students to independently write c or say What do you write next?

Student writes/stamps/uses Velcro numbers/points to/eye gazes to write c.

5.

Wait for students to independently write equal or say What do you write next?

Student writes/stamps/uses Velcro numbers/points to/eye gazes to the equal sign.

6.

Wait for students to independently write 4 or say What do you write next?

Student writes/stamps/uses Velcro numbers/points to/eye gazes to write 4.

Great work writing the equation 2 + c = 4! Lets practice one more before we read about going bowling. Display Jacob story problem. Provide student with Equation Template. Use SYSTEM OF LEAST PROMPTS script as needed to help students with each step.

CHECK AND SCORE

Step

Teacher Says/Does

Student Response

7.

Lets read the problem together. Jacob paid 4 dollars for shoes. Then he paid for the game. He used all of the \$10 that he brought. Write the equation that represents this problem. Use the letter g to represent the unknown cost of the game. Write the first number.

Student writes/stamps/uses Velcro numbers/points to/eye gazes to write 4.

**The full correct answer is 4 + g = 10 (this is broken down into task analyzed steps)

8.

Wait for students to independently write plus or say What do you write next?

Student writes/stamps/uses Velcro numbers/points to/eye gazes to the plus sign.

9.

Wait for students to independently write g or say What do you write next?

Student writes/stamps/uses Velcro numbers/points to/eye gazes to write g.

10.

Wait for students to independently write equal or say What do you write next?

Student writes/stamps/uses Velcro numbers/points to/eye gazes to the equal sign.

11.

Wait for students to independently write 10 or say What do you write next?

Student writes/stamps/uses Velcro numbers/points to/eye gazes to write 10.

Great work writing the equation 4 + g = 10!

This may be a good stopping point. Let students practice working to buy a snack at the bowling alley. They can make a selection and purchase with response options provided if needed. You can use the worksheet for this level as additional guided practice or to send home as homework.

Teacher Says/Does

Student Response

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