As student enter the room, they will have a seat, take out their Problem of the Day (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use MP 3 continually based on the discussions we have about the problem each day.
What does inverse mean?
I chose this question to start class to open discussions about inverse. I want students to learn what the term means and how it applies to what they will be doing when solving equations. We usually discuss the term “opposite” when defining inverse. It is important for them to use mathematical terminology and to distinguish when the terminology applies.
Students will take notes on how to solve equations using inverse operations. We will go through several examples of how to solve the equations and how to check the answer to make sure it is correct. I want to focus on using the term “inverse” so that students understand the terminology that describes the math they will be doing. The notes start by making the connection between the operation and its inverse obvious for students. Then we will do examples and show how to check the solution. The next stage of the notes asks students to try given solutions to prove if the solution is valid. As we work through the notes, I want to ask students to identify the inverse operation at each step to solidify their understanding. Working through the examples and then allowing them to demonstrate the Try and See problems on the SMARTboard provides the opportunity to talk through examples as a whole class. Working through them as a group allows students to see how others solve the problems using their own language. It also lets me see where common mistakes are being made so I can support understanding. If I see common errors such as students doing the inverse for addition and subtraction before multiplication and division in a two-step equation, I can focus on additional examples to help students practice solving them in the right order.
EXIT TICKET : Describe the steps to solve and check the solution to this equation: y – 2 = 6.
This question will let me see if students actually understand the steps to solve this equation. Since we will do several examples in class, I need to distinguish whether students understand the process or if there are just regurgitating what they have heard said in the group. Asking for a description gives vital information as a formative assessment.