Lesson Plans (2) | Classroom Resources (1) |

View Standards
**Standard(s): **
[MA2015] AL1 (9-12) 15 :

15 ) Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. [A-CED4]

Example: Rearrange Ohm's law *V* = *IR* to highlight resistance *R*.

This lesson will help students master Algebra I standard 15: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations [A-CED4]. The lesson will make the connection between isolating a guilty person in a “who-dun-it” with isolating a given variable in an equation. In addition, this lesson will involve students creating a list of procedures to use when solving for a given variable. At this time it is not necessary for students to know the formal names for the properties. It is important for students to understand the concepts and take part in creating a set of procedures for isolating a variable and solving equations.

*This lesson results from the ALEX Resource Gap Project.*

15 ) Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. [A-CED4]

Example: Rearrange Ohm's law *V* = *IR* to highlight resistance *R*.

This lesson will use the process of inverse operations to solve formulas for a given variable. Some formulas will not be recognized by the student. The actual formula is not important, but the variables are.

*This lesson results from the ALEX Resource Gap Project.*

View Standards
**Standard(s): **
[MA2015] AL1 (9-12) 15 :

[MA2015] AL1 (9-12) 16 :

[MA2019] AL1-19 (9-12) 13 :

15 ) Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. [A-CED4]

Example: Rearrange Ohm's law *V* = *IR* to highlight resistance *R*.

[MA2015] AL1 (9-12) 16 :

16 ) Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. [A-REI1]

[MA2019] AL1-19 (9-12) 13 :

13. Represent constraints by equations and/or inequalities, and solve systems of equations and/or inequalities, interpreting solutions as viable or nonviable options in a modeling context. **Limit to contexts arising from linear, quadratic, exponential, absolute value, and linear piecewise functions.**

Throughout middle school, students practice the process of solving linear equations (6.EE.5, 6.EE.7, 7.EE.4, 8.EE.7) and systems of linear equations (8.EE.8). Now, in Module 1, Topic C, instead of just solving equations, they formalize descriptions of what they learned before (variable, solution sets, etc.) and are able to explain, justify, and evaluate their reasoning as they strategize methods for solving linear and non-linear equations (A-REI.1, A-REI.3, A-CED.4). Students take their experience solving systems of linear equations further as they prove the validity of the addition method, learn a formal definition for the graph of an equation and use it to explain the reasoning of solving systems graphically, and graphically represent the solution to systems of linear inequalities (A-CED.3, A-REI.5, A-REI.6, A-REI.10, A-REI.12).