Target Students: 7th Graders in Pre-Algebra

Content Standards: 7.EE.B.3 Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

1. Students will play a Kahoot reviewing the concepts of negative and positive numbers in an algebraic example

2. After they are done, I will introduce real-world examples that involve negative and positive numbers. Students will have already seen real-world problems before, but not ones with negative numbers.

3. In lecture, provide relevant real-world examples to draw their attention in (Brandon throws 5 footballs per minute, create an equation outlining this OR Saoirse spends $2 per item at the bookstore, how many items can she afford on a $35 budget?)

Learning Objective:

Students will be able to solve real-life problems that include both negative and positive numbers with 80% accuracy after listening to my lecture.

Through both their homework of making their own individual problem and the group work, students will be evaluated. Their individual real-life problems will be graded by me for accuracy, while their group work will be graded on participation and teamwork rather than correct answers.

Learning Objective:

Students will be able to solve real-life problems that include both negative and positive numbers with 80% accuracy after listening to my lecture.

AND
Students will be able to use real-life examples to convert between forms of math problems after the learning activity.

AND

Students will be able to assess the reasonableness of an answer to a real life problem after the learning activity.

4. After the lecture, students will break into groups of 4 and brainstorm their own real-world examples to build. They will need an equation with positive values and one with negatives.

The activity I will use is having students build their own real-life problems with negative and positive values in groups of four. This encourages them to explore what a real-life problem really means and allows them to fully understand the building and solving of real-world examples. This also gives them autonomy to explore this concept. Students respond well to creating their own parameters and being able to work together. Ten minutes for step 4.

5. We will then have a class discussion about the difference between equations with decimals and ones with fractions.

6. Students will split into pairs to discuss which problems will require decimals and which require fractions.

By allowing them to discuss as a class, I am creating a space for them to ask questions and figure things out together. Then, in small pairs, the students can further reinforce the ideas of the discussion. They are able to explore together! Ten minutes for steps 5 and 6.

Learning Objective:

Students will be able to solve real-life problems that include both negative and positive numbers with 80% accuracy after listening to my lecture.

AND

Students will be able to use real-life examples to convert between forms of math problems after the learning activity.

7. Students will go back to their groups of 4 and apply their findings to their two real-world problems. They will present to me their two problems on an anonymous piece of paper.

8. I will then shuffle and hand papers back out to random groups. The groups will then have to solve the real-world problems presented to them.

9. Every group will share their findings with the class. Students will choose a designated spokesperson and have them share concepts.

Students are able to fully understand the concept of real-world problems by creating and solving equations, rather than just solving ones that I have premade for them. By keeping anonymity, students’ anxiety will be eased if their real-world problems do not make sense. By sharing findings, students can discuss what worked, what didn’t, their own processes, and more. The whole class will benefit from this. In addition to this, when having a spokesperson, the quieter kids in the class can contribute by sharing their ideas and having a louder kid speak. That way, everyone’s ideas are accounted for. Twenty minutes for steps 7-9.

Learning Objective:

Students will be able to solve real-life problems that include both negative and positive numbers with 80% accuracy after listening to my lecture.

AND
Students will be able to use real-life examples to convert between forms of math problems after the learning activity.

AND

Students will be able to assess the reasonableness of an answer to a real life problem after the learning activity.

Students will be encouraged to think about this lesson for the rest of the day and bring another real-life example to class the next day.

Learning Objective:

Students will be able to solve real-life problems that include both negative and positive numbers with 80% accuracy after listening to my lecture.

AND
Students will be able to use real-life examples to convert between forms of math problems after the learning activity.

AND

Students will be able to assess the reasonableness of an answer to a real life problem after the learning activity.