Math lesson plan · 4th grade (Year 5 in England) · 30 minutes
Solve equations with a letter for the unknown
Algebra
CCSS 4.OA.A.2CCSS 4.OA.A.3England: Y6 Algebra
Objective and success criteria
Students will: Solve equations with a letter for the unknown.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Find the unknown in multiplication and division equations; Add and subtract multi-digit numbers
Leads to: Use simple formulas written in words and letters; Puzzles with two unknowns
Materials: Balance scales or a balance drawing, Algebra tiles, Function machine cards, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Find the unknown in multiplication and division equations; Add and subtract multi-digit numbers). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What number does ▢ stand for? 28 ÷ ▢ = 4 → 7Prompt: Read the equation as a sentence: what times or divided by what?
- 484 336 + 384 415 = ? → 868751Prompt: Line up the place values and add from the right.
- Chloe thinks of a number and multiplies it by 5. The answer is 15. What was the number? → 3Prompt: Write it as ▢ × 5 = 15.
Hook · 3 min
- Show a "think of a number" puzzle and ask the class to work out the starting number.
- Share the objective: Solve equations with a letter for the unknown. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Find n: n ÷ 7 = 3
- Step 1: 21 ÷ 7 = 3
- Step 2: n = 21
- Answer: 21
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Find n: 844 + n = 1028 → 184Prompt: Use the inverse operation.
- Mei buys 8 identical T-shirts and pays $32. Write it as 8 × t = 32. What is t, the price of one T-shirt? → 4Prompt: What times 8 makes 32?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Find n: 204 + n = 509 → 305Prompt: Use the inverse operation.
- Maya buys 8 identical T-shirts and pays $72. Write it as 8 × t = 72. What is t, the price of one T-shirt? → 9Prompt: What times 8 makes 72?
Watch out for
- Doing an operation to one side of an equation but not the other.
- Reading 3x as 3 + x, or thinking x always stands for one particular number.
Support and stretch
Support
- Review first: Find the unknown in multiplication and division equations.
- Use concrete materials: balance scales or a balance drawing.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Use simple formulas written in words and letters; Puzzles with two unknowns.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-4.
Free lesson plan from eurekami.com/lesson-plan-builder