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Equations with Variables on Both Sides Agree/Disagree

Equations with Variables on Both Sides Agree/Disagree
Equations with Variables on Both Sides Agree/Disagree
Equations with Variables on Both Sides Agree/Disagree
Equations with Variables on Both Sides Agree/Disagree
Equations with Variables on Both Sides Agree/Disagree
Equations with Variables on Both Sides Agree/Disagree
Equations with Variables on Both Sides Agree/Disagree
Equations with Variables on Both Sides Agree/Disagree
Product Description
Agree or Disagree Directions
This is a great way to get students to think about the process behind solving equations with variables on both sides and to refine their error analysis skills. Here is how the activity works.
Blow-up and laminate the 15-equation agree/disagree pages and post them around the classroom. Pair students up and have each pair draw one of the equation strips out of a hat without looking. The equation they draw is the equation they are assigned to. The pair will then go to their assigned equation poster and take 5 minutes to discuss and work out their equation on the laminated poster using a dry erase marker or vis a vis.
At the end of the 5 minutes, the pair will rotate to the next poster going clockwise. At the new poster, which already has an equation worked out, the pair will spend 3 minutes discussing the process the person used to solve it, checking the steps shown and the final answer. If all of the steps and final answer are correct, each student will write their first name under the agree column AND justify why they agree with the process and final answer. For example, Jessica – I agree because the distributive property was used first, followed by combining like terms, and then the variable was isolated properly. If any of the steps or final answer are incorrect, each student will write their first name under the disagree column AND justify why they disagree with the process and final answer. For example, Jessica – I disagree because when -3 was added to 5 the answer should have been 2 and the answer given was -8 which resulted in the final answer being incorrect. At the end of the 3 minutes the pair will rotate to the next poster and do the same thing again. This process will continue until the pair has rotated back to their own poster. Once back at their own poster, the pair will discuss the feedback given by the other pairs and correct their steps and final answer if necessary and erase the poster with a baby wipe. Throughout the activity the teacher is moving throughout and listening to conversations and asking open- ended questions like- Why did you do that? What should they have done instead?, etc…

Answer key is included!
Total Pages
21 pages
Answer Key
Included
Teaching Duration
50 minutes
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