## Reflection: Developing a Conceptual Understanding Writing and Solving Equations - Section 3: Writing and Solving Equations

During group work time, I walked around to monitor student progress.  A couple groups struggled with Part E.  One group misread the problem and created the expression “m + 10”.  I asked them to reread the situation and explain their expression.  I asked them, “If I had some money and then gave them 10 dollars, would I have more or less money?” They were able to recognize that the operation had to be subtraction.  I asked them whether the expression should be “m -10” or “10 – m”.  They explained that it would be “m – 10” since Lisa started with m dollars, not 10 dollars.

A few groups struggled with part H.  At first a few groups wrote “3n” as their expression.  I asked them, “How many lines does the poem have?” and “What would 3n mean in this situation?”  I wanted students to recognize that 3n would represent each student reading the entire poem.  Students realized that they needed to use division.

Developing a Conceptual Understanding: Addressing Student Mistakes

# Writing and Solving Equations

Unit 6: Expressions, Equations, & Inequalities
Lesson 6 of 20

## Big Idea: Paul Pierce made 14 more points than Kevin Garnett. Let k represent Kevin Garnett’s points. Write an expression to show how many points Pierce made. If Pierce made 26 points, how many points did Garnett make? Students work on writing and solving equat

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Standards:
Subject(s):
Math, Expressions (Algebra), Algebra, solving equations, 6th grade, master teacher project, equation, writing equations
50 minutes

### Andrea Palmer

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