## Reflection: Checks for Understanding To Divide Me is to Multiply Me - Section 6: Closure

I had a little time left over.  Why?  I have no clue.  I can only assume that the repetition created throughout the last 3 lessons helped the students develop a deeper understanding of how to solve equations.  All week they have been seeing/hearing/doing the same steps.  We talk in terms of inverse and how we need to keep the scale balanced.  I believe this helped them become more fluent mathematicians.  So, with this extra time I had to think of a way to keep them thinking about what they had just learned and I also wanted to check to see that everyone was on the same page.  I had them take out a piece of paper and write to me how what they know about solving all equations.  I told them they need to mathematical in their writing (MP 6) and they could use examples to support their writing.  I felt that this was a great way to check for understanding and a great way for students to share their own thoughts on how to solve equations.

Samples of student work.

Checks for Understanding: When there is extra time.....

# To Divide Me is to Multiply Me

Unit 7: Equations
Lesson 5 of 14

## Big Idea: Solving equations supports algebraic thinking which is needed for high school and beyond.

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Standards:
Subject(s):
Math, Algebra, division equations, equation
85 minutes

### Michelle Schade

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