Solving Equations with a Partner

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SWBAT solve equations and justify solutions using inverse operations.

Big Idea

Working with partners can students solve equations and come to a consensus on the solution and provide justification for that solution?


5 minutes
  • POD

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.

McCall has $14.00 in change, and he has only nickels, dimes, and quarters. If McCall has the same number of each type of coin, how many dimes does McCall have?

I chose this question as the POD because of the opportunities to have rich discussion about how to set this problem up to solve it. As we look at solution examples that students create, we can talk about how students made decisions as to how to approach solving the problem. Are they starting with the total number of coins? The possible number for each type of coins? Where do they begin? This section may take longer than five minutes, depending how how students view the process.


30 minutes

Students will work with a partner to solve a series of problems. As students work with their partner, the goal is for them to be able to generate a solution to each problem using an equation. After finding the solution, they will need to check their work with their partner.

Once all of the problems have been solved, partners will trade their finished product with another pair to have their work reviewed. As partners provide feedback, it strengthens the understanding of both the author pair and the reviewer pair. Students are getting more practice with creating equations and critiquing the work of others.

When the review is complete, I will take volunteers to come to the SMARTboard and show how to create, solve, and check the solution for the equations.


5 minutes

We will use the Traffic Light strategy as the exit ticket for today’s class. I will have students respond to the prompt: Tell me your comfort level with solving equations. Are you comfortable with the process of writing, solving, and checking the solution for equation?

While the activity in class will demonstrate what students can do as the result of working with a partner, the Traffic Light strategy will give me an indication of how my students feel about the process. If several students are on the red light, I need to come up with a different approach to help them with the process. A classroom discussion can solidify the green light if students are comfortable or break down the red light responses to figure out where students are having concerns.