## Reflection: Developing a Conceptual Understanding Solving Literal Equations - Section 2: Practice

I knew going into this lesson that student's success would depend on their ability to understand algebraic concepts that are used when solving an equation.  Before this lesson, I tried to lay the groundwork of understanding that each "move" in an equation produces an equivalent equation.  The goal is to make each equation simpler than the one before it.

See Classroom Video: Developing a Conceptual Understanding to visit my classroom for this part of the lesson.

When solving literal equations, the same is not always true.  Each new equation does not necessarily appear to be simpler than the one before it.  However, the goal in solving a literal equation is to isolate a given variable.  I feel that the discovery portion of this lesson gave students more of a conceptual understanding than I had seen in the past.  As a result, during the practice portion of the lesson, students were not making mistakes that I commonly see (for example 3-ay => -3ay).  I feel that students understanding more about how to algebraically manipulate an equation really led to the success of this lesson.

Developing a Conceptual Understanding: Progressive understanding of concepts

# Solving Literal Equations

Unit 8: Extending Equations
Lesson 6 of 13

## Big Idea: The process of rewriting equations in equivalent forms is the same whether the equations contain variables, integers, or a mix of both.

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Standards:
Subject(s):
Math, Algebra, equation, solve, formula, literal equation, equation
40 minutes

### James Bialasik

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