Balancing Act

Ciara Drexler
Math for Elem Teachers II
Mar #3

Title: Algebra Balance Scales for Solving Equations

Grades: 6-8

Source: http://nlvm.usu.edu/en/nav/frames_asid_201_g_4_t_2.html?open=instructions&from=topic_t_2.html

Questions:

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

Prior to beginning this activity, students should have familiarity with basic operations involving addition, subtraction, multiplication, and division. In addition, students should have experience with activities involving variables and recognizing, representing, and solving multi-step linear equations. Student should understand how terms combine and separate to create new terms, and how to isolate the variable to one side of the equation in order to solve the problem.
In this activity students should be familiar with using manipulatives that represent various mathematical terms. Students should also be comfortable using computers and other devices in order to play the game successfully.

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

This activity meets the Minnesota K-12 Academic Standards in Mathematics for grades 6, 7, and 8 in representing real-world and mathematical situations using equations with variables and solving equations symbolically, using the properties of equality. This activity also provides valuable practice for students being introduced to concepts involved in solving linear equations. It can also serve as an added support for students entering into grades 9 and above.

How will you engage students with different learning styles?

In carrying out this activity, I would make necessary adaptations to best meet the varying needs of my students and ensure they are all engaged. For low level exceptionalities I would provide assistance to students as needed, possibly instructing students on what to expect when working with those of with disabilities. For high level exceptionalities I would be mindful of those who may view my additional assistance as interference, possibly encouraging the higher level students to assist others with questions or working on problems when possible. I would also be aware of cultural differences and how these differences may affect social interactions and behaviors. For ESL students, I would check frequently with them to gage their understanding of the directions, to provide visual cues and other materials when needed, or I would utilize other tools available to assist them. In this activity I would also be sure to get to know the learning styles of the students, providing additional varied options for students including clear verbal and visual instructions and communication, and other methods to deliver the instruction in such a way where it is tailored to these preferences. For example, I would provide additional examples for students to write on the board, provide more time for discussion, allow time for students to practice at their own pace, or I would include other resources into the activity to further expand the learning. This activity is especially helpful for students who are visual and/ or hands on learners. Thus, I would do my best to be sure that they are comfortable with the instructions and are able to work independently. For students with other learning styles or impairments that may interfere with their ability to play the game, I may allow them to work with others in teams or may provide an alternate activity.

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

Students these days have a natural interest and ability to operate various types of technology given their increasing access to computers, cell phones, iPods, video games, cameras and other equipment outside of school. They also love games. Thus this activity is in and of itself perhaps a little more inviting than other lessons as it involves many “real world” activities they would participate on their own in their home lives. Also, by grades 6 and above, students should be familiar with concepts involving measurement and balance given their experiences both in their home and school activities. This game combines technology with student’s prior knowledge of balance and mathematical concepts in such a way where it simplifies concepts for new and expanded learning that will encourage further student growth.

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

This activity provides limitless practice for students who are learning about linear equations, an extremely important concept in learning algebra. Because it is all done on a computer, students save time and energy by working on problems through the click of a button as opposed to writing each of them out step by step. This activity is interactive, fun, and challenging for students at all levels who need additional practice in this area.

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

I think this is such a fun way of reinforcing important algebraic concepts involving linear equations. Depending on the needs of my students and the resources that are available, I would try to use this activity regularly in teaching this level of math. I think it is extremely engaging and an excellent form of practice. I would have loved having these resources as a kid, and I will try to keep that in mind as I integrate different activities into my classroom.



The following is a copy of the activity description (The game itself can be found by clicking on the link above):

Algebra Balance Scales

This virtual manipulative allows you to solve simple linear equations through the use of a balance beam. Unit blocks (representing 1s) and X-boxes (for the unknown, X), are placed on the pans of a balance beam. Once the beam balances to represent the given linear equation, you can choose to perform any arithmetic operation, as long as you DO THE SAME THING TO BOTH SIDES, thus keeping the beam balanced. The goal, of course, is to get a single X-box on one side, with however many unit blocks needed for balance, thus giving the value of X.
Placing Blocks and Boxes on the Balance Beam
Click on an object and drag it toward the side of the beam you wish to place it on. When you release the object, it will snap into place on the beam. When you first place an object on a pan the beam swings down on that side (no longer balances), but when the given equation is fully represented, balance is restored. Note that you cannot click the Continue button until you have represented the equation, whether or not the beam balances. Blocks and boxes may be placed on either pan and in any order.
Removing Blocks or Boxes
Click and drag any object (even from the middle of a stack) to the Trash Can in the lower right corner of the workspace.
Solving the Equation
When you have correctly represented the equation, you can click the Continue button. The initial display then shows the ADD option, but you may click on any of the other buttons, to SUBTRACT, MULTIPLY, or DIVIDE. The only allowable operations require that you DO THE SAME THING TO BOTH SIDES of the beam (and thus to both sides of the equation).Type in what you want to add to or subtract from both sides, and click the Go! button. You can, for example, subtract 2X from both sides, if there are two X-boxes on both sides. You can multiply or divide only by numbers, and only if the operation can be done in whole numbers. Thus if you have an even number of blocks and of X-boxes on both pans of the balance beam, then you can divide both sides by 2, and you might wish to add things to both sides to allow such a division.The equation is updated with each operation. When you have a single X-box on one pan and blocks on the other pan, the equation displays the solution.