A bit of background on the lesson structure:
We use standards-based grading and I created 2 learning targets and rubrics for 7.EE.B.4a using this rationale:
Level 2: What are students typically able to understand and do first when they begin working on this standard? In this case, it is solving equations in the form px + q = r and p (x + q) = r, but restricted to positive numbers.
Level 3: Aims to hit the expectations of the standard.
Level 4: Goes “above and beyond” the standard in some way. In this case, by applying the standard to equations that show relationships between two variables – building on students’ work with proportional relationships – and asking students to engage in a math practice standard: construct viable arguments and critique the reasoning of others.
I grade each of these learning targets separately:
The review lesson gives students opportunities to practice both skills.
The lesson starts with an engaging warm up puzzle that I found on the https://nrich.maths.org/ site several years ago…I haven’t been able to track down the actual link. I recommend printing copies of the image for kids to write on to help them record their thinking.
Next I share the first learning target with students and remind them of the difference between the levels. I think being explicit is really helpful for students, particularly for a concrete skill like solving equations.
Activity 1: Equation Task Cards: Building fluency with solving equations
I created 3 levels of task cards so students can get practice at the level that is best for them. They pick a random card, work it out on this recording sheet, and then check their answer on the back. Kids tend to love the immediate feedback flashcards provide. (Mini-whiteboards would work really well too, instead of the worksheet!) You can check out the cards I made on my TPT store here:
Activity 2: Problem-Solving: Creating equations to represent and solve word problems
After discussing this example with the class, kids complete this worksheet to get practice writing and solving equations and, explaining the meaning of the solution. Afterwards, kids are challenged to create their own word problems that match a given equation.
On practice days like this, I love giving kids the opportunity to reflect on any tips they have for their classmates! I encourage them to think about common mistakes to look out for or things they want to be sure to remember. I record their ideas on the board, which is often great fodder for an anchor chart.
Here are the slides for the complete lesson.
Please let me know if you have any questions or suggestions.