Expressions and One-Step Equations: Words to Symbols

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Mathematics · Math 6-7
SP-MATH68-007  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 2
Expressions and One-Step Equations: Words to
Symbols
Mathematics · Math 6-7 · Grades 6-7 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write the inverse-operation chart on the board.
Technology
None.
Student
independence
High. Students work alone, then compare with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Whiteboard or chalkboard
Goal for today: Students will translate word phrases into algebraic expressions, evaluate an expression for given
values, and solve one-step equations using inverse operations.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: “To undo + use −. To undo − use +. To undo × use ÷. To undo ÷ use ×. Do the same
thing to BOTH sides.”
☐ Beside it write: x + 5 = 12 → x = 12 − 5 → x = 7.
☐ Keep the answer key on your desk. You do not need to solve anything yourself.
Say this to start
Good morning! Today you will turn words into math symbols and then solve some simple equations. A variable is just a
letter that stands for a number you do not know yet. The inverse-operation chart is on the board and will help you undo
each equation. Work on your own first, and we will check answers together.


SubstitutePlans.com
Mathematics · Math 6-7
SP-MATH68-007  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance the way the school requires. Hand out the
worksheet face down and ask students to wait.
Settle in, take out a pencil, and wait for
directions.
5–12
Read the board chart aloud. Work x + 5 = 12 together:
subtract 5 from both sides to get x = 7. Check: 7 + 5 = 12.
Ask, “How would you solve 3x = 12?” (Divide by 3: x = 4.)
Follow along and answer aloud.
12–20
Tell students to complete the matching section (questions
1–6).
Match each phrase to its expression.
20–32
Tell students to complete the evaluating table and
questions 7–12. Walk the room and ask, “What is the
inverse operation?”
Fill in the table and solve each equation.
32–42
Tell students to complete questions 13–15. Then read the
answers for questions 1–12 aloud from the key. Students
mark each one right or wrong.
Write equations for the word problems and
check their earlier work.
42–50
Remind students to finish question 15 (the last line). Then
collect all worksheets.
Write one sentence for question 15. Hand
in the worksheet.
If things go wrong
• If students say, “We have not learned this,” tell them it is practice and the example on the board shows every
step. Pair them with a neighbor who is comfortable.
• If a student confuses “less than” phrases (6 less than n is n − 6, not 6 − n), have them try a number: if n is
10, 6 less than 10 is 4.
• If a student finishes in under 20 minutes, check that every equation is verified by substitution, then use the
early finisher list.
• If the class is noisy, remind them it is quiet individual work time.
Early finishers
• Write a word phrase for each of these expressions: n + 9, 4n and n/3.
• Make up a one-step equation whose answer is 6. Trade it with a neighbor to solve.
Support and challenge
• Support: Let students substitute the number 10 for the variable to test each matching choice. Ask them to
complete questions 1–4, 7, 8, 13.
• Challenge: Ask students to solve the two-step equation 3n + 2 = 17 and explain how it connects to the table.
(Answer: n = 5.)


SubstitutePlans.com
Mathematics · Math 6-7
SP-MATH68-007  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: