## Equation Solving Partner Cards.pdf - Section 2: Completing the Activity - Collaborative Activity

*Equation Solving Partner Cards.pdf*

*Equation Solving Partner Cards.pdf*

# Solving Equations with Partner's Card Activity

Lesson 21 of 29

## Objective: SWBAT practice solving multi-step equations with immediate feedback on process and solution.

#### Bellringer: Warm-up

*10 min*

I like to use the warm-up time to challenge students sometimes with very complex or complicated problems. Students are allowed to work together within their cooperative groups to complete the given task. Since the activity today centers around the mechanics of solving equations, I would recommend a complex algebraic equation as a lesson opening question. Below is an example of a complex equation that could be used as a good lesson opener and then ask someone or a few someones to go to the board to walk the class through a solution. If a student says he/she can't finish the equation but can work a step or two to generate a better equivalent equation then great, ask him/her to demonstrate as much as possible. You will need to move about the room providing feedback as students work because they will have questions. This is a great example of practice harder than you play (practice harder than you will be tested).

Solve for x: 4 - 2 (6x – 5) = 2x + 1

3 4

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#### Wrapping Up the Lesson

*10 min*

You will not need a whole group wrap up session for this activity since the students are expected to check their work and discuss as they finish. Therefore, the wrap up time is really time to assign homework and further the practice of solving equations. The homework image is an example of problems you could assign and I generated these problems by vising the website http://www.math.com/students/worksheet/algebra_sp.htm. I like this website because I can customize the problems and it generates an answer key which I post online for students to use to check their work as they completed the homework. I chose 2 two-step equations and then five each of distributive property, combining like terms, and variables on both sides. I also selected 20% of the coefficients as fractions.

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- LESSON 2: Equivalent Expressions - Formative Assessment Lesson Continued Day 2 of 3
- LESSON 3: Equivalent Expressions - Formative Assessment Lesson Completed Day 3 of 3
- LESSON 4: Instant Riches Day 1 of 2
- LESSON 5: Instant Riches Day 2 of 2
- LESSON 6: Make Zero Rummy
- LESSON 7: Make One Rummy
- LESSON 8: Solving Equations by Flow Chart - Working Backwards
- LESSON 9: Keeping Your Identity
- LESSON 10: Spartan Pride - Solving with Distributive Property
- LESSON 11: Reviewing Distributive Property with Area Models
- LESSON 12: Mine Craft Inspired Unit Project
- LESSON 13: Break Even Day 1 of 2
- LESSON 14: Break Even Day 2 of 2
- LESSON 15: Football Helmets - Day 1 of 2
- LESSON 16: Football Helmets - Day 2 of 2
- LESSON 17: Solving Linear Equations in One Unknown Formative Assessment Lesson Day 1 of 3
- LESSON 18: Solving Linear Equations in One Unknown Formative Assessment Lesson Day 2 of 3
- LESSON 19: Bubble Bubble Everywhere But Not a Drop to Drink
- LESSON 20: Equations in Geometry
- LESSON 21: Solving Equations with Partner's Card Activity
- LESSON 22: Hershey Bar Fraction Review
- LESSON 23: Combining Like Terms Review Lesson
- LESSON 24: Mine Craft Unit Project Work Day 2 of 2
- LESSON 25: Solving Linear Equations in One Variable Unit Exam Day 1 of 2
- LESSON 26: Solving Linear Equations in One Variable Unit Exam Day 2 of 2
- LESSON 27: Optional: NASCAR Equations Project Day 1 of 3
- LESSON 28: Optional: NASCAR Equations Project Day 2 of 3
- LESSON 29: Optional: NASCAR Equations Project Day 3 of 3