Properties:

Title:

Metaphorical Expression

Type:

Lesson Plan

Subject:

Mathematics

Grade Range:

Description:

Solving for a variable in a linear equation is like un-wrapping a present.

Duration:

45+ Minutes

Author(s):

Amanda D. Howell

Instructional Unit Content:

Standard(s)/Element(s)
Content Area Standard
MCC7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple
interest, tax, markups and markdowns, gratuities and commissions, fees,
percent increase and decrease, percent error.
TAG Standard
Higher Order and Critical Thinking Skills:
4. Make and evaluate decisions using criteria
Summary/Overview
The focus of this lesson is for students to gain a greater understanding of give students the opportunity to
assess their own understanding of how to solve multi-step percent problems using proportions. Students will
be provided a tiered level activity that will enable them to make decisions about what they need to do to
improve their understanding of this skill.

Enduring Understanding(s)
At the end of this lesson the student will understand that problems involving percent can be solved by
formulating proportions, setting cross-products equal to each other and then solving for the missing value
using inverse operations. The student will also understand under what circumstances the missing value will
be added, subtracted or left alone to reach a final answer.

Essential Question(s)
How do you use inverse operations to solve for a variable in a linear equation?
Concept(s) to Maintain

Linear equations can be solved by using inverse operations

Inverse operations include add/subtract and divide/multiply
To maintain balance in an equation all operations must be performed to both sides.

Variables are used to represent unknown quantities in math and can be solved using inverse operations.

Evidence of Learning
What students should know:
a. An equation states that two quantities are equal.

b. To solve for a variable in an equation you combine like terms, un-do addition/subtraction first

(unless the entire expression is being divided by a number) using inverse operations, then un-do
multiplication/division.
c. You can check your work by substituting your answer back into the original equation.
What students should be able to do:
a. Solve for a variable in a linear equation.

b. Use direct analogies, personal analogies, and compressed conflicts to explain how to solve for a
variable in a linear equation
c. Follow mathematical algorithms to solve for a missing value.

d. Make and evaluate decisions using criteria.

Suggested Vocabulary :
Variable, Linear Equation, Metaphor, Inverse Operations

Procedure(s)
Phase 1: Hook

Students will participate in a Carousel Brainstorming Activity.

The teacher will inform students that they are to start at the assigned station and inspect the question
posed. They should then develop/record all ideas, and rotate to expand ideas at another station.
As a whole class, the teacher will review the answers posted at each station reading them aloud and allowing
time for brief discussion.
The teacher will review the three types of metaphorical expressions experienced by the students:
Direct analogies compare two things directly
Personal analogies allow students to feel like they are a different person or object
Compressed conflict is creating a phrase using two words that contradict each other.
The teacher will explain to the students that today in Math we are going to build upon our understanding of
solving for a variable in a linear equation using these three types of metaphors.

Phase 2: Examine the Content

Set the Scene: The instructor will ask students if they have ever been given a gift? From whom did it come?
Was it wrapped? How many of you have ever given a gift? Did you wrap it? Put a ribbon on it? How about
attach a bow?
Pose the Essential Question. How do you use inverse operations to solve for a variable in a linear equation?
How is our essential question connected to our discussion about wrapping and giving gifts?
Students will work individually to read a description of solving for a variable in linear equations and complete the
content organizer. Each student will pair up with another to compare their answers and verify their
understanding of the concept of solving for a variable in a linear equation.

Phase 3: Analogies

Direct Analogy: Students will identify the similarities and differences between solving for a variable and
unwrapping a present. In groups of 4, students will record how they are alike and different using the visual
organizer.

Personal Analogy: Students will compare themselves to a variable. Individually record the answers to the
following questions: What do you hide behind?
How do you feel when you are unknown?
How do you feel
when you show your true self? How do you feel when people see your true identity?

Students will write a paragraph, poem, or song in the first person about their life as a variable to be
solved.

Compressed Conflict: Candidates will brainstorm antonyms of the term variable in order to create compressed
conflict phrases.

Phase 4: Synthesis Activity

Students will generate another direct analogy by completing the following sentence: Solving for a variable is like

________. Give at least 5 reasons why solving for a variable is like the item in your sentence.

Summarizing Activity

Exit Ticket: Why is it necessary to solve for an unknown number in math? When do you think you might need
this skill in your real life?

Differentiation/Remediation/Enrichment
DIFFERENTIATION:

Students who struggle with the concept of metaphors will be provided several easy examples of
each type.
Based on unit formative assessments, pre-assessment and teacher observation, the teacher may
pair students to work together.
Students have a choice of product to create for the personal analogy section.

ENRICHMENT:
Students will be asked to read a classmates personal analogy product and write a response that explains (to
the teacher) what they liked about the personal analogy song, poem, etc and compare it to their own product
noting similarities and differences between the two.

REMEDIATION:
Students who struggle will be provided more teacher support. Struggling students who respond well to peer
tutoring will be placed in a mixed ability pairing and struggling students who may use avoidance tactics will be
strategically seated near the teacher to allow for more teacher support and re-directions as needed. Copies
of notes and additional practice may be given on an as needed basis.

Technology
None.
Handouts:
Handout 1:
Handout 2:
Handout 3:
Handout 4:
Handout 5:
Handout 6:
Handout 7:

Mental Stretchers
Solving for a Variable Content
Content Organizer
Steps to un-wrapping a present
Direct Analogy Organizer
Personal Analogy Organizer
Compressed Conflict Organizer

Handout 1:

How is a recipe
like a map?

If a paintbrush
was a
mathematical
formula, what
would it look
like? Draw your
idea below.
7

If you were a
mathematical
operation symbol,
which one would
best match your
personality? Why?

How would you

feel if you were a
car that was
never driven?

What are some

things that are
both correct and
a mistake?

10

Generate as
many ideas as
you can for
active retirement
and passive
resistance.
11

Handout 2:

How to solve linear equations in one variable

Quick description
Linear equations in one variable, also known as first-degree equations, are the simplest kind of equations. A typical
example is the equation
where , , and

More generally, we will be concerned with any equation of the form

are known numbers and we are trying to find

One can often solve such equations by trial and error,

but there is also a straightforward method of solving them systematically. We will also describe the Egyptian method,
which can be thought of as a simple instance of the Newton's method.

Method 1: Simple trial and error

First, however, we discuss a different approach. Suppose that our equation is
adjust them, and see if we manage to hit the right answer. For example, trying
we get

As we increase our

to try an even higher

such as

and

then we get

we find that it does the trick, since

But what happens if the equation is instead

between

we get

and with

it seems that we increase our result, so if we want to get

If we try a considerably higher

a little. Coming down to

We can try some numbers,

as our

then we will want

which has passed the mark

say? From the previous calculations we see that our must be

so it cannot be a whole number. We could try decimals such as

but then our trials and errors start to

take longer and longer, and in fact no terminating decimal will give the right answer: it will only ever approximate the
exact solution.

General discussion
What can we do about this problem? Well, in any kind of equation we are trying to find an object that satisfies some
equality. In our case we are trying to find a number "x" that makes two expressions such as

and

equal to each

other. The main idea that underlies the usual approach to this problem is that if the two expressions really do give the
same number, then if we do the same thing to both of them (such as, say, subtracting ), then they will still give the same
number. If we can somehow manage to transform one expression into
that if

and the other into a number, then we have shown

is a solution, then it has to be that number. Let us see how this can be turned into a systematic method for solving

linear equations in one variable.

Method 2: Operating on both sides of the equation

Let us take the equation

As just noted, we can add to or subtract from both sides any number we want and

the equality will be maintained. For instance, if

that

then

However, this equation doesn't seem any easier to solve than the original one. However, there is one

way in which the left-hand side can be simplified: if we subtract

get

which allows us to say

which tells us that

from it. So let us subtract

from both sides. Now we

This looks like an easier equation, but if we add or subtract

anything then we will not simplify it further, so if we want to use the general idea of doing the same to both sides, then we
will have to do something else. What are we trying to simplify? Well, we were hoping to get
can do that easily if we turn to division: to get rid of the
sides: we get
which tells us that
.

on the left-hand side, and we

all we have to do is divide by it. So let us divide by

12

on both

This method is both practical and failsafe: an equation of the form

13

will have the solution

Handout 3:

Content to be examined:

What does it look like? (use pictures or words)

What are its parts?

What is its purpose?

How does it operate? (use pictures or words)

How did it originate?

What is it a part of?

What is its importance?

14

Handout 4:

Steps to Un-Wrapping a Gift

1.
2.
3.
4.
5.
6.

Read the card

Remove any bows
Remove the ribbon
Carefully, un-stick any tape holding the wrapping paper together and remove the paper
Open the box
Smileand dont forget to say Thank You!

15

Handout 5:

How is
Solving for a Variable

Like
Un-Wrapping a Present

16

Handout 6:

Personal Analogy
Variable
Pretend that you are a variable that needs to be solved and answer the following questions as if
you were that variable.
What do you hide behind?

How do you feel when you show your

true self?

How do you feel when you are

unknown?

How do you feel when people see your

true identity?

Write a paragraph, poem, or song in first person about your life as a variable.

17

Handout 7:
Compressed Conflict
Solving for a Variable
List five important words to describe
a Solving for a Variable.

List antonyms for each word to the

left.

1.

2.

3.

4.

5.

Review your original list and its antonyms. Do any of the pairs of words seem to fight each
other but still describe Solving for a Variable? Create three Compressed Conflicts

18