Pre-Algebra: Introduction to Equations Made Simple with Integer Friends

Integers and equations are friends, and there is nothing to be afraid of because in the Pre-Algebra world they are the foundation for beginning Algebra 1. So, come along, and I will teach you the basics and the language of integers and equations.  

We will be meeting 24 times (12 weeks-twice a week) and within those 24  times specific topics for learning about equations and integers will be implemented. 

Curriculum for Pre-algebra (Students will be required to have a notebook for this class and a vocabulary sheet of terms will be provided. Please follow the outline below for specific topics and procedures for this class. 

I.Integers (First two weeks)
a) Vocabulary: What is an integer? What does negative and positive mean?
b) Rules for solving integers
c) Implementation and practice with integers 

Procedure (How this will be taught?): Week One: 1)First Session: Provide a vocabulary sheet on day one for the terms integers, negative and positive. Discuss what these terms mean. Then, provide a comparison handout that compares integers (which are whole numbers that are positive or negative) to other numbers: using a number line to illustrate integers.  Students participate in this activity via discussion and filling out a Venn diagram together that compares regular numbers and integers. 2) Second Session: Go over vocabulary terms; review from last session; provide students with an activity that is a matching exercise for integers and other numbers. 

Week Two: 1) First Session: Topic will be Rules for Solving Integers: Go over the basic rules for integers and how positive and negative can cancel each other out, by including these rules in their notebooks using a graphic illustrated organizer.  Your student will be provided with an activity that will illustrate the concept of adding and subtracting integers. An assignment will be provided that will provide practice with integers. 2) Second Session: Assessment: Assess knowledge of and solving integers problems via an activity of creating integers and solving them independently.  Vocabulary matching terms to correct definitions will be an assessment piece.

II. Equation-Components 
a)Vocabulary: Balanced means what in an equation? What is an expression? What is a variable? 
b) Showing how it is different from an expression
    1) What makes an equation an equation?
    2)  Identifying parts of an equation ie variable, positive, and negative integers

Procedure (How this will be taught?) Week Three: 1) First Session: Vocabulary sheet will be provided on writing what the word balanced, expression, equation, and variable mean. Examples will be discussed as to how integers are used in the construction of equations. Venn diagram on similarities and differences between equations and expressions. Through matching examples with correct constructs, students will examine and understand what balance means in an equation.  2) Second Session: Students will examine what makes an equation an equation by identifying balanced equations that look wrong because variables are not isolated or adding and subtracting integers was done incorrectly. Students will make a chart for this showing wrong and correct equations. 

Week Four: 1) First Session: I will provide a handout showing missing parts of an equation that must be filled in; a handout showing equations and identify the parts as to whether or not they are correct. 
2) Second session: Students will have an opportunity to create their own equations and sharing them with the class prior to this session. Review of the material will be done in a jeopardy game fashion. 

III.Equations-Solving
a)	Key tips for balancing out an equation is knowing how to organize an equation and lining up each step (using graph paper) 
b)	Practice with balancing out simple equations with a variable, and isolating the variable.
c)	Provide for independent practice and creating your own equation.

Week Five: Session 1 and 2: Review from the week prior and go over any confusing vocabulary terms. Using graph paper, students will understand how equations have to be organized in the solution process of writing down answers per line and not scattered over a wide space. The linear process will be practiced with two integers and a variable per problems.  Isolating the variable makes it look balanced. So, therefore, we will practice isolating the variable by manipulating the integers. 

Week Six: Session 1 and 2: Play a jeopardy game with equations and using all the terms we have learned to assess students understanding. Then, students will be given an opportunity to create their own equations and share how they solved them with the class. 
Week Seven:In this week we will cover an entire review of equations, expressions, and integers
Week Eight:Vocabulary terms will be dived into with graphic organizers
Week Nine: Project: Using Vocabulary learned
Week Ten:Review and working on Vocabulary project
Week Eleven: Writing number sentences from expressions
Week Twelve: Review and assessment 
My class will be structured to meet all students needs. Whether your student learns best through visual means, differentiated instruction, discussion, through manipulatives, groups, skill and drill, my class is structured through these means of learning. At the beginning of each class we will go over any vocabulary terms that will pop up in the session and illustrate those terms via discussion or writing examples. Each student will have a notebook to follow along with the examples and notes we take. These notes will make is easier for your learner to go back and apply toward the ongoing assessments each week. Discussion and practice via activities will be applied per session. 

My teaching style adheres to using a direct instruction approach with differentiated instruction and visual aids to show the concept not just talk about it. So, learners will have every opportunity to interact through many avenues. 

Pre-requisites for this class are knowing how to add, subtract, divide, and multiply.