Reflection: Flexibility Diagrams of Two-Step Equations - Section 2: Guided Problem Solving


Students caught on to diagramming without much trouble.  The most common error I noticed was a result of students omitting a negative sign for a negative value.  Next most common was students not writing the inverse operation as they diagram the undoing of the equation.  

There were some students who did not understand that the diagram was a representation of the equation.  Perhaps I was not clear enough about this point during the introduction?  I had to be very explicit about how each part of the diagram relates to the equation and where to place the operations and values.   (This modeling is mentioned in the introduction section of this lesson.)  These students needed a couple of extra examples.

Finally, I was somewhat surprised to see variations on the diagram.  These were mostly superficial but fun to see.  A few students drew triangles or rectangles instead of circles.  Another students diagrammed the equation across the top with the inverse operations on the bottom.  My favorite variation came from a student who used a different color for the inverse operations than the operations from the equation.   

  Common Errors and Variations on a Diagram
  Flexibility: Common Errors and Variations on a Diagram
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Diagrams of Two-Step Equations

Unit 4: Expressions and Equations
Lesson 8 of 20

Objective: SWBAT solve two-step equations using models

Big Idea: Remember how to diagram a sentence? Me either. This method for diagramming two-step equations is unforgettable.

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32 teachers like this lesson
Math, modeling, Expressions (Algebra), inverse operations, two, equation
  50 minutes
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