## Reflection: Checks for Understanding True & False Equations (Day 1 of 2) - Section 4: Closing

As you can see from my student's_work, by the end of today's lesson a number of my students had a good understanding of what it meant for an equation to be either true or false.  I was pleased that mt students were starting to get the idea that:

For an equation to be true, the two sides must be balanced. If they are not balanced the equation will be false.

The portion of this Exit Ticket that my students struggled with the most was the Question 3.  I have noticed that several of my students have difficulty coming up with an equation when they are given a value for x. However, I noticed that students who are beginning to think about the idea of "balancing the equation" are more successful on Question 3 than those who are not.

Checks for Understanding: Check for Understanding

# True & False Equations (Day 1 of 2)

Unit 9: Understanding Equations
Lesson 7 of 15

## Big Idea: Let's take an in-depth look at what it means for mathematical sentences to be equal.

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12 teachers like this lesson
Standards:
Subject(s):
Math, Algebra, equation, Algebraic Expressions, algebraic equations, equation
40 minutes

### James Bialasik

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