Reflection: Staircase of Complexity Creating Equations to Solve Problems - Section 4: Closure


In the student_work shown I had many scaffolds in place to ensure that students could be successful.  I have found that this graphic organizer helps students to slow down their thinking.  They must first define their variables, then solve the problem, and then finally ensure that their answer makes sense.  You can see from the student work that two of three students were able to represent the situation mathematically and take both constraints into account when solving the problem.  One student (middle example of student work), showed some understanding by finding two ages that were 5 years apart but that did not sum to 31.  This is, however, a jumping off point for that student going into the second day of work with these algebraic representations.

  Staircase of Complexity: Mathematizing a Situation
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Creating Equations to Solve Problems

Unit 8: Extending Equations
Lesson 1 of 13

Objective: SWBAT use linear equations to represent and solve problems.

Big Idea: Mathematically proficient use mathematics to represent a problem situation and check their solutions for accuracy.

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