SOLVING EQUATIONS

Rachael Schumer – MAR 3 - 1512

Title - PRE-ALGEBRA

Source - http://teachers.net/lessons/posts/635.html

Primary Subject – Math

Grade Level – 5-7

Standards – 5.2.3.1: Determine whether an equation or inequality involving a variable is true or false for a given value of the variable

Learning Objective(s): To teach students simple equation solving

List of Materials Needed: 3X5 cards

Procedure: Before class, teacher makes up the 3 X 5 cards. On the back of two cards, write the letter "A." Do the same with "B" and "C" and so on until you have enough for each student to get one card. The purpose of this is so that each student will be paired up with another student that has that same letter. On one of the cards, write an equation that your level can solve such as:

2x + 5 =

3x - 18 =

x² + 5 =

On the corresponding card for that letter, write a number from 20 to 100.

Instructional Methods and Activities:

Mix up the cards at random, making sure that half the kids will get an equation, and half the kids will get a number. They are then to pair up with the person that has the same letter on the back of their card. They put them together and solve the equation. For example, suppose one "A" had 5x + 3 =, and the other "A" had 35, their equation would be 5x + 3 = 35. They then solve for x. Teacher then picks random students to present their problems on the board. If there is an odd number of students, just add another "A" card and put a number on the back of it. Three people would then be grouped as "A's". They would then combine their numbers together. In other words, using the above example, let's say you add another "A" card and write -24 on it. Then the three "A" cards would make: 5x+3 = 35-24.

QUESTIONS

What introductory information is necessary for children to have prior to starting this activity?

Students must understand that numbers can be placed in certain places, i.e. before or after the equal side and still be able to solve the problem. They must also know that it is possible to solve for a missing number given enough other information. It might be helpful if students understand that X is used to designate an unknown number.

What grade level/s is appropriate for this activity? Please use appropriate justification for your answers here.

This activity is a great introduction to an algebraic concept, which would make it most appropriate for early middle school students. Depending on the student’s prior math skills, it might even be used before middle school. It also lines up well with Minnesota State Standards for grades 5, 6 and 7.

How will you engage students with different learning styles?

This activity is great because it elicits many types of intelligence. First, students visually see the equations, numbers, and problems on the cards. Second, the problems can be read aloud, or discussed together for those who learn by hearing or saying. Finally, the cards offer a great hands-on tool for students who learn by touching or doing things with their hands.

How does this activity connect to the real world for students? Be specific.

This activity connects students with real life situations by helping them understand how a problem can be solved without all the components. It might be even more useful to discuss when we might see a problem like this in real life, such as figuring out the price of an object.

Why is this activity with its concepts important for student learning? Be specific.

This activity teaches a fundamental skill in algebra, solving an equation. This formula and knowledge will help students as they advance in math and problem solving skills.

What are your comments on this activity? Would you use it in your classroom?

I would definitely use this type of activity in my classroom; I think it is very easy for students to grasp the concept when they can see multiple solutions and questions. It might be fun to incorporate a game or team activity to encourage fast problem solving or accuracy.