Source: Wiggins, G., & McTighe, J. Understanding by Design. Merrill
Prentice Hall: 1998.
For further information about Backward Design refer to
http://www.ubdexchange.org/
Title: Patterns/Relationships; Algebra Subject/Course:
PreAlgebra
Topic: Solving onestep equations (Understanding equality, isolating
variable, reciprocals) Grade(s): 7th Designer(s):
Mesha Rainey 

Stage
1 – Desired Results 

Established Goal(s): Students will demonstrate an understanding of basic operations and their relationships to each other; apply an understanding of rational numbers and their relationship to each other; Select the appropriate computational method; Demonstrate an understanding of variables, exponents, equations, and inequalities; and Model and develop methods for solving equations and inequalities.


Understanding(s) Students will understand that...
1. Equations model real world situations 2. Equations provide a process to determine solutions involving an unknown/variable. 
Essential
Question(s)
Q 


Students will know...
K 
Students will be able to...



Stage
2 – Assessment Evidence 


Performance
Task(s) Summary in G.R.A.S.P.S. form 1. Students will choose a profession and research ways that math will be required. As an aside, they will also determine what types of math courses they will have to take to get to their profession. This will include high school and college level courses. Students will then be given a relevant math question for their chosen field and present their information to the class.
Student Directions: 2. Using the "Hands on Equations," students will demonstrate their ability to properly setup and solve variable equations. In addition, they will solve one and twostep equations utilizing addition, subtraction, multiplication, and division. Student Directions: Given a
word problem that suggests a variable equation, accurately setup the
equation using the "Hands on Equation" blocks and scale. 

Key Criteria: Setting up an equation following all relevant steps; Able to explain the relevance of those steps and choosing the correction operation to perform; Relating onestep equations to their chosen profession; Correctly modeling an equation using the HandsOn Equation kit. 

Other
Evidence Students will model an equation using the HandsOn Equation kit. Students will be asked questions in class daily to check their understanding. Students will also take a quiz to monitor their progress and test as a form of assessment. Students will work in cooperative groups to check their inclass assignment (worksheet) and check their answers against others. The students will be given a daily warmup activity that reviews what was discussed previously. In addition, students will complete problems on a small dryerase board and will hold them up to be checked for a quick informal assessment. 

Stage
3 – Learning Plan 
Learning
Activities Consider the W.H.E.R.E.T.O. elements. 
1. Students will write a journal entry, which discusses equality and what it means. 2. Students will model equations using the HandsOn Equation kit. They will explain how we keep a scale balanced/equal and compare the scale to an equal sign. 3. Students will discuss inverse operations and properties of equality. Students will use these terms/concepts to show how to isolate a variable in a onestep equation. Dry erase boards will be used to complete problems in order to check understanding. 4. Students will take lecture notes about equality, inverse operations, and onestep equations, to include vocabulary terms.
**Information/ideas come from the "Understanding by Design" website. 