## Mr. Rodney

### Target 1​

###### Lesson Type:

Review

Algebra

:

Variable

Determine the unknown number in an equation relating three whole numbers.

###### 1:

Use understandings of arithmetic to solve problems (where one part of the equation is given and the answer).

###### 2:

Understand the inverse relationship between addition and subtraction.

###### 3:

Understand the inverse relationship between multiplication and division.

3rd

###### Vocabulary:

Variable, Symbol, Value

Activities:

• Define vocabulary terms using words that are accuarete yet meaningful to them.
• Reviewed rules of "Lonely Bunny" to establish skills needed to isolate a variable (the bunny) in a visual way.
• Applied "Lonely Bunny" rules to solve for the value of a variable, understanding that 1) the opposite or inverse operation is required, and 2) what is done to one side of the equation needs to be done on the other to ensure it is balanced.
• Checked answers by substituting their answer for the variable and made sure the equation was balanced.
• (Side discussion) Discussed the different categories numbers are classified into: Cardinal (Counting numbers), Ordinal (Ordering numbers), and Nominal (Naming numbers).

### Home Exploration

###### Challenge Problem:

Solve for the variable in each equation.

21+s-7=73

r/11 = 9

3k-4=11

###### Guiding Questions:
• What is the variable in this equation?
• What operation should we do to get right of each part?
• Note: When writing out the equation, students may want to put boxes around each term so that they look more like "cards" like in "Lonely Bunny."

For the problem "r/11=9," a tradition division symbol may be easier to solve for than being represented as a fraction.

s = 59
r = 99
k =5

## Absent Students:

### Target 2

:

###### 2:

Create subtraction sequences.

###### 3:

Create multiplication sequences.

###### 4:

Create division sequences.

###### 5:

Use data tables to determine the rule for an arithmetic sequence.

3rd

###### Vocabulary:

Sequence, Variable

Activities:

• Given a rule, e.g., n+3, where n represents any number, students calculated the next values missing.
• Studied a series of numbers and determined the pattern rule or expression.
• Used logic and deductive reasoning to help figure out the pattern rule. For example, if the numbers are increasing, the expression most likely deals with addition or multiplication. But if the numbers are increasing by a constant number, addition is the operation to use.

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