Two-Step (or Multi-Step) Equations

GRADE

7 – 9 (see modification for lower grades in the strategy description below)

MATERIALS/TIME REQUIRED

20 min. Prepared colored slips with one color the equations and the other color the second step for each equation

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy

Tell students you will say a word or phrase and they will need to finish it…ask some personal, fun riddles to get students interested and involved. Review agreements! Establish whether you want them to call out or raise hands – your call.

Example: apples and ________

IDENTIFY THE OBJECTIVES

Content Standard: Algebra and Functions: solve two-step and multi-step linear equations

Collaborative: Work on tasks together, participate fully, assess improvement

Personal: Connect to prior learning experience

IDENTIFY THE STRATEGY

Viewpoint (from Discovering Gifts in Middle School training)

Pass out prepared colored strips – one color is the first step in the equations, the other color is the “match” (the second step in the equation). Have students mill around, sharing what is on their strip until they find a match that makes sense. When pairs are found, have those students return to their seats and solve the equation. Have an extension acticity ready for students who are seated (like more problems, or making up their own two steps on the back of the strips of paper). When all students are seated, have pairs share to make sure they solved correctly.

For younger (lower) grades, use equivalent equations or properties for the paired color slips. (Examples: 4+6 and 6+4, or 2(8+6) and (2×8)+(2×6), or 1 divided by 2 and 1/2)

REFLECTION

Content: Which questions were most difficult? Which do you prefer, developing questions or answering questions? (Which was more difficult? Why?) How did this help you to better understand, or review, key concepts?

Collaborative: What was your level of participation?

Personal: What did you learn about your classmates? What did you learn about yourself?

PROVIDE AN OPPORTUNITY FOR APPRECIATION

Invite statements, both personal and content related.

AUTHENTIC ASSESSMENT

Give each student a slip of paper and have each student develop a question for the “next time”; have students sign names to papers for accountability. Collect as the “ticket out” at the door at the end of class.

LEARNING COMPONENTS

Group Development Process
Cognitive Theory
Multiple Intelligences
Cooperative Learning
Constructivism
Reflective Practice
Authentic Assessment