## Reflection: Connection to Prior Knowledge Writing and Solving Equations Part 2 - Section 3: Writing and Solving Equations

I noticed that some groups struggled to use order of operations to fill out the table for Bob’s Bike Rentals in part B problem 2.  Students had created an equation that was equivalent to 3h + 9 = c and needed to find thetotal cost of renting a bike for 1, 2, 3, and 4, hours.  I noticed that a few groups found that 2 hours would cost \$24, 3 hours would cost \$36, and 4 hours would cost \$48.  These groups were not applying the correct order of operations.  To find the cost of renting the bike for 2 hours they calculated 2 x 3 + 9, by first adding 9 + 3 and then multiplying 12 x 2.  I brought the class together to address this issue.  I presented the possibilities that a 2 hour rental could cost \$24 or \$15.  I asked students to raise their hands to share and explain their ideas.  I pushed students to explain why \$24 was incorrect and review the order of operations.  Then students returned to work with their group.  Students were engaging in MP3: Construct viable arguments and critique the reasoning of others.

Using Order of Operations
Connection to Prior Knowledge: Using Order of Operations

# Writing and Solving Equations Part 2

Unit 6: Expressions, Equations, & Inequalities
Lesson 7 of 20

## Big Idea: How can you write an equation to represent the cost, c, of renting a bike for h hours? How much would it cost to rent a bike for 3 hours from each shop? Students work with one and two-step equations.

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Standards:
Subject(s):
Math, Algebra, Expressions (Algebra), substitution, 6th grade, master teacher project, equation
50 minutes

### Andrea Palmer

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