Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
Teacher:
4th Six Weeks
PLAN CODE:
Tipton
Course/subject:
Mathematics
Grade(s):
7
Time allotted
for instruction:
1 – 1 ½ hours
Title:
Basketball and Solving Equations
Lesson TOPIC:
Solving Equations
TAKS Objective:
Objective 2: The student will demonstrate an understanding of
patterns, relationships, and algebraic reasoning.
FoCUS TEKS and
Student Expectation:
(5) Patterns, relationships, and algebraic thinking. The student uses
equations to solve problems. The student is expected to:
(B) formulate a possible problem situation when given a simple
equation
(13) Underlying processes and mathematical tools. The student
applies Grade 7 mathematics to solve problems connected to everyday
experiences, investigations in other disciplines, and activities in and
outside of school. The student is expected to:
(A) identify and apply mathematics to everyday experiences, to
activities in and outside of school, with other disciplines, and with
other mathematical topics
Supporting TEKS and
Student Expectations:
Concepts
Equation
Enduring Understandings/Generalizations/Principles
The student will understand that
An equation is a mathematical sentence that shows two expressions are
equivalent. Ex: x + 3 = 12
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
I.
Sequence of Activities (Instructional Strategies)
A.
Focus/connections
Place the following problem on the board:
Tony, a player for Texas High School, made eight two-point field goals, two three-point field goals,
and five free throws the last time the Tigers played Mt. Pleasant. How many points did Tony
score?
After students are seated, have them get out a piece of scratch paper and solve the problem. Go over
the correct answer with the class. Discuss how equations are solved every day in the real world. Discuss
the repercussions if problems are set up and solved incorrectly.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active
learning experience, art, music, modeling, discussion, reading, listening, viewing,
etc.)
Review with the class the process of solving an equation. Go over the following:
The general rules for solving an equation are:
1. Always do an operation to BOTH sides of the equation
2. Do addition and subtraction first, then multiplication and division
3. Always do the opposite operation to move the term to the other side of the equation:
o
If a term is added to x, then subtract it from both sides
Example: x + 5 = 15 ----> you subtract 5 from both sides
o
If a term is multiplied by x, then divide both sides by it
Example: 3x = 15 ----> you divide both sides by 3
o
If x is divided by a term, then multiply both sides by it
Demonstrate with the following equations:
5x + 4 = 29
6x + 12 = 5x – 9
Discuss that sometimes you are given an equation and you must determine the situation it fits. Write the
following equation on the board:
x – 4.75 = 15.25
Give the following scenarios and let the class determine which one fits the equation:
A. Tom paid $4.75 for a basketball t-shirt that normally cost $15.25. What is x, the amount of
money Tom saved?
B. Lee measured the width of a plank in the gym floor and it was 4.75 inches long. The total
length of the plank was 15.25. What is x, the area of the plank on the gym floor?
C. Tracy paid $4.75 for a ticket to the basketball game. She received $15.25 back in change
after she paid for her ticket. What is x, the amount money she gave at the ticket booth?
C.
Guided activity or strategy
Students will get in groups of 2 – 3. Each group will receive a Working with Equations Worksheet.
Monitor as students complete the guided activity, answering questions if needed. After groups have had
time to finish worksheet, have each group give an example of the situation they created for an equation
on the worksheet.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
D.
Accommodations/modifications
Students requiring modifications will work with a peer during the guided activity.
E.
II.
Enrichment
STUDENT PERFORMANCE
A.
Description
Students will complete the Basketball and Equations Worksheet.
iii.
B.
Accommodations/modifications
C.
Enrichment
Assessment of Activities
A.
Description
Students will complete the Basketball and Equations Worksheet individually.
B.
Rubrics/grading criteria
Grades may be taken based on the Basketball and Equations Worksheet Answer Key and Grading
Rubric.
C.
Accommodations/modifications
Students requiring modifications may have the number of problems to answer reduced on the Basketball
and Equations Worksheet.
D.


IV.
Enrichment
E.
Sample discussion questions
Why is it important to know how to solve equations?
Why is it important to know how to match problem situations to the proper equation?
TAKS Preparation
A.
Transition to TAKS context
The teacher will lead the students in a discussion of how equation problems may look in test format by
placing the TAKS questions below on the board/overhead.
B.
Sample TAKS questions
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
V.
Key Vocabulary
Equation
VI.
Resources
A.
Textbook
Math Advantage ~ Middle School II
Chapter 7: Solving One-Step Equations
 Connecting Equations and Words, pp. 142-143
 Working Backward to Solve Problems, pp. 150-151
Chapter 8: Solving Two-Step Equations
 Write an Equation to Solve Two-Step Problems, pp. 162-163



B.
Supplementary materials
Working with Equations Worksheet
Basketball and Equations Worksheet
Basketball and Equations Worksheet Answer Key and Grading Rubric
C.
Technology
For additional practice, student may utilize the following websites:
http://www.syvum.com/cgi/online/tgamef.cgi/squizzes/algebra/equations1.tdf?0
http://www.fi.uu.nl/toepassingen/02017/toepassing_wisweb.en.html
VII.
follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A lesson on proportions or solving inequalities would be a good follow-up to this lesson.
VIII.
Teacher Notes
You could create additional exercises by using the data found at www.nba.com. Students could find the
number of field goals made and divide that by the number of field goals attempted for certain players you
designate.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District