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  This lesson provided by:  
Author:Sharon Hobdy
System: Barbour County
School: Barbour County High School

  General Lesson Information  
Lesson Plan ID: 27484


The Art of Solving One and Two-Step Equations - A WebQuest


This lesson is on solving one and two-step equations. Students will watch interactive video clips that provide a step by step process to solving equations. Students will also visit interactive websites that provide games for solving equations.

 Associated Standards and Objectives 
Content Standard(s):
MA2015 (9-12) Algebra
17. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. [A-REI3]

Local/National Standards:

Grades 6–8 Expectations:
In grades 6–8 all students should–

  • develop an initial conceptual understanding of different uses of variables;
  • explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope;
  • use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships;
  • recognize and generate equivalent forms for simple algebraic expressions and solve linear equations

Grades 9–12 Expectations:
In grades 9–12 all students should–

  • understand the meaning of equivalent forms of expressions, equations, inequalities, and relations;
  • write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency—mentally or with paper and pencil in simple cases and using technology in all cases;
  • use symbolic algebra to represent and explain mathematical relationships;
  • use a variety of symbolic representations, including recursive and parametric equations, for functions and relations;
  • judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology.

Use mathematical models to represent and understand quantitative relationships

Primary Learning Objective(s):

The students will be able to solve one and two-step equations after reviewing the tutorials. Students are required to solve the equations given in the tutorials.

Additional Learning Objective(s):

After completing the tutorials, students will be given practice problems (see attachments), to re-enforce their understanding of solving equations.

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Copies of practice problems (see attachment)

Math journals

Technology Resources Needed:


Internet Access

Head phones


Teacher prep - The teacher researched various websites to find tutorials and interactive games that students can participate in. The webquest assignment was given after students had been introduce to the lesson.

Student prep - Students should revisit google sites and be familiar with moving through the site. 


Students will watch video clips on how to solve one and two-step equations, found at at and Interactive Algebra at


After the tutorials, students are instructed to complete practice problems which are used as an assessment. (see attachment).

The students are instructed to visit an Interactive game website to play games as they solve equations. The games are found at

After the students have played on the interactive game website, they are given the following questions to answer:

What does the number 8 represent in the expression 8 + 12a?
What does the 12a represent in the expression 8 + 12a?
What does this expression assume about the growth of an alligator over its lifetime?
The students will answer these questions in their math journals, and turn their journals in at the end of the webquest.
The last assignment is for groups (arranged by teacher) to create a presentation on how to solve one and two-step equations. Students will present to the class. The rubric for the presentation is attached.





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Assessment Strategies

Students will be assessed on the practice problems and the presentation on solving equatons.


Teacher can add inequalities to the webquest, to include more concepts to the lesson.

Students can also add inequalities to their presentations.



Students can be paired with a partner if needed. Students may also revisit the tutorial websites to help re-enforce their concepts of solving equations.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
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