1. Warm - Up Commission, deposit, equation, expression, variable
Student Lesson 1, Objective 1
Algebra I Student Expectations:
A.1C: TSIET describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations.
A.7A: TSIET analyze situations involving linear functions and formulate linear equations or inequalities to solve problems.
ELPS Student Expectations:
c3E: TSIET share information in cooperative learning interactions.
c4J: TSIET demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs.
Vocabulary
Commission, deposit, equation, expression, variable
Materials
Student Pages: Problem-Solving Boards, Equation Representation, On Your Own: Writing an Equation
Activity Masters: Problem-Solving Bank (optional), Equation Representation Cards (optional) – one set per pair of students
Scissors – one pair per group of 2 students
Tape or glue – one per group of 2 students
RtI Tier I Differentiation: Activity Master: Think Dots A, number cubes – one per group of 3 students, highlighter – one per student in the RtI Tier I group
Enrichment Differentiation: Activity Master: Think Dots B, number cubes – one per group of 3 students

2. Writing Expressions and Equations
Topic #1-5
Warm Up
Lesson and Partner Work
Lesson Quiz

3. HOLT Algebra Lecture Notes
Let’s learn by watching…
While we watch this, ask yourself… “How is this video different from our warm up? How is it the same?” We will pair-share at the end of the video.

4. School Supplies Directions for Presenters: Italics
Information for Presenter to convey: Bold
Engage
Prompt pairs of students to generate three questions that could be asked (and answered) with the information given. At least one question should require subtraction. Examples include the following:
How many notebooks could be bought? (pens, binders)
If 2 notebooks are purchased, how many packs of pens could be bought?
If 1 binder and 3 notebooks are purchased, how much change should be received?
Facilitation Questions
What information are you given?
How much money do you have to spend?
Have you provided enough information in your question in order for the question to be answered?
What types of situations call for a subtraction relationship?

5. Problem-Solving Boards
See
What information am I given?
What are the knowns?
What are the unknowns?
Plan
Draw a picture to represent the relationship. Do
Translate from picture to equation.
Reflect
Is my equation reasonable?
How do I know it is reasonable?
Directions for Presenters: Italics
Information for Presenter to convey: Bold
Explore
Materials
Student Pages: Problem-Solving Boards
Activity Master: Problem-Solving Bank (optional)
Introduce the Problem-Solving Model using the slide. Discuss the components of each section of the Problem-Solving Board.
This Problem-Solving Model is based on George Polya's Four Step Problem-Solving Model.
See: Understand the problem.
Plan: Devise a plan.
Do: Carry out the plan.
Reflect: Look back.
This model is included within the TEKS for Grades K through 8.

6. Problem-Solving Boards
The Problem-Solving Boards are incomplete. You will need to look at each part of the board to determine information needed to complete the other parts. Work with your partner to complete the missing information in each section of the Problem-Solving Boards.
Directions for Presenters: Italics
Information for Presenter to convey: Bold
Explore (continued)
Distribute Problem-Solving Boards to each student. Students will work with partners to complete missing information.
Facilitation Questions
What information is provided in the problem situation?
What information is provided in the picture model?
How does the picture model relate to the equation?
How could the values in one section of the Problem-Solving Board help you complete values in other sections of the Problem-Solving Board?
Differentiation Strategies (if appropriate)
Provide a Problem-Solving Bank for students to use when completing Problem-Solving Boards.

7. Directions for Presenters: Italics
Information for Presenter to convey: Bold
Explain
Materials
Student Page: Equation Representation
Activity Master: Equation Representation Cards (optional)
Tape or glue
Scissors
Debrief the explore activity by prompting the students to explain the procedures and reasoning they used to complete the explore activity.
The discussion should lead students to answer the following questions:
How does the picture model represent the relationship in the problem situation?
How does the picture model help you represent the equation?
How does the equation represent the relationship in the problem situation?
Are there other equations that could be written to represent the relationship? If so, what are they?

8. Equation Representation
Complete the missing representation for each problem on Equation Representation.
Directions for Presenters: Italics
Information for Presenter to convey: Bold
Explain (continued)
Distribute Equation Representation to each student. Working with a partner, students will complete the missing representation for each problem on Equation Representation.
Differentiation Strategies (if appropriate)
Provide a set of Equation Representation Cards and tape or glue for students to attach to the appropriate spaces on the table. Either a picture model or an equation for each problem is provided on this set of cards. Students will need to generate the missing representation.
Debrief Equation Representation by prompting the students to explain the procedures and reasoning they used to complete the activity.

9. Integers! Get out a sheet of notebook paper Title it Rules of Integers
Decorate it on your own time
Cut out the Rules of Adding and Subtracting Integers, glue it in
Then, grab your multiplying integers rules and glue those in as well
This goes under the HELP tab in your portfolio

10. Think Dots
Roll the number cube to determine the “dot” activity that you must complete. You may roll again if you do not like the first roll. Work with your group to complete the activity that corresponds to the number rolled. Repeat this process until your group has completed four different activities. All members most show all work!
Directions for Presenters: Italics
Information for Presenter to convey: Bold
RtI Tier I Differentiation/Enrichment Differentiation
Materials
RtI Tier I Differentiation: Activity Master: Think Dots A, number cubes – one per group of 3 students, highlighter – one per student in the RtI Tier I differentiation group
Enrichment Differentiation: Activity Master: Think Dots B, number cubes – one per group of 3 students
Prompt students to complete the activity. Students who demonstrate gaps in understanding based on the formative assessment will work with the teacher in a small group to complete Think Dots A. Students who are ready for enrichment differentiation will work in small groups to complete Think Dots B.

11. On Your Own: Writing an Equation
Troy bought a guitar strap for $35 and 5 sets of guitar strings for x dollars per set. He spent a total of $95. Write an equation to represent his total purchase.
Directions for Presenters: Italics
Information for Presenter to convey: Bold
Formative Assessment
Materials
Student Page: On Your Own: Writing an Equation
Prompt students to complete the student assessment.
Differentiation Strategies (if appropriate)
Provide On Your Own (with labeled picture) for ELL students.
Student performance on the formative assessment will determine groups for the next activity.
Students who demonstrate gaps in understanding based on the formative assessment will work with the teacher in a small group to complete Think Dots A. Students who are ready for enrichment differentiation will work in small groups to complete Think Dots B.