G8

Copyright © Swun MathCopyright © Swun Math (^) Grade 8 Unit 4 Lesson 1 C TE

Model Equations

Conceptual Lesson

Grade 8 · Unit 4 · Lesson 1
MC: 8 .EE. 7 

Problem of the Day

Objective: I will solve one-step equations using visual models.

Vocabulary Teacher Resources

Inverse Operations: operations that undo each

other; the opposite operation

Addition Subtraction

Multiplication Division

Area Model: using area to multiply two quantities

23 × 37 =

600 + 140 + 90 + 21 = 851

Tape Diagram: a visual model representing parts

of a whole; also called a bar model

x + 13 = 20

Considerations:

Review the commutative property of addition

and multiplication. Explicitly instruct students

about using the inverse as this becomes

important in later lessons. Area models and tape

diagrams (bar models) were first introduced in

the upper elementary grades. Review these

visual models as needed. The intention of this

lesson is to create and use visual models, as a

strategy to solve, before moving to the abstract

skills of using properties.

Steps:

1. Identify the variable and draw a model.


2. Solve for the variable using reasoning and
   logic.

Application of MPs:

MP 4 : How does making a model help you

understand the variable?

The model helps me to understand the

variable by.

MP 5 : How do you decide which model to use?

To figure out which model I should create, I

.

MPs

30 7

20

3

20 x 30 = 600

20 x 7= 140

30 x 3 = 90 3 x 7 = 21

푥푥 13

20

Applied MP

* Embedded MP

1 2 3 4 5 6 7 8

* ^ ^ *

Student Journal Pages

158 - 161