Introductions Icebreaker 10 Tech Prep 2 What Why

Introductions & Icebreaker 10’

Tech Prep 2’

What & Why? ● ● Compare direct instruction with inquirybased lesson activity Walk away with several effective moves that engage students in their learning Build on core teaching practices such as creating opportunities to let students productively struggle, facilitating discussion, and using multiple representations to deepen understanding. Bonus: Deepen understanding of solving linear equations!! ★ The person doing is the person learning 1’

VLE no. 1 Building and Deconstructing Equations

Objectives ➔ SWBAT solve multi-step equations with one variable ➔ SWBAT explain how to deconstruct an equation to find a viable solution 2’

Click here to open the video https: //www. youtube. com/v/X 7 RVhbvl 6 k. E WATCH & LAUNCH 8’

Explore Let’s consider the following equation: 3 x = 2 x + 6 a) Could x = 6 be the solution to this equation? b) Is there any other solution to this equation? How do you know? a) Is there any other equation with the solution x = 6? How do you know? 10’

Explore Construct an equation that has the solution x = 6 with an equation that has x on both sides. Variations: 1) 2 operations 1) 2 or more operations, on each side of the equal sign 1) Two operations on each side of the equal sign with parenthesis and/or an exponent 15’

So you are saying. . . 8’

So you are saying. . . 5’

Do Now 5 minutes Do Now / HW 5 minutes HW Check 5 minutes Hook / Launch 3 minutes Explore 20 minutes Clarify Key Points 7 minutes Practice (group) 20 minutes Practice (group) 35 minutes Closing 5 minutes Discuss/Debrief 5 minutes TOTAL 60 minutes Closing/Assessment 10 minutes TOTAL 90 minutes Where are we in a lesson agenda? 2’

Practice Instructions: Build your own equation and then test it on your partner by having them solve for x. Level 1 Use at least two operations. Level 2 Use at least two operations on both sides of the equation. Include parenthesis. The value of X could be any positive or negative integer. Level 3 Use at least 3 operations; include parenthesis and/or exponents. The value of X could be any rational number. 15’

Reflect 1) How were students positioned to develop and articulate their understanding of solving multi-step equations with one variable throughout the lesson? 1) What was the teacher doing during this model lesson and how does that compare to what your high school math teacher did when you were a student? 1) In what ways did you - as the student - have an opportunity to productively struggle? 1) Thinking about the model lesson, what are some of the strategies to engage students that you use currently or want to try? 1) [chat in] As a math teacher, I MUST. . . INSTEAD OF …. 10’

Practice Instructions: Build your own equation and test it on your partner by having them solve for x. A: Let’s say Eduardo is staring at his paper and doesn’t know how to get started. What will you do? B: Andrea is quick to write an equation at the bottom without writing in the steps. What do you do? C: As you monitor student progress during the Solving Equations part, you notice a few students deconstructing but using inverse operations incorrectly. What do you do? 15’

Final Touch How has this session shifted your mindset around planning and facilitating inquiry based, student-driven lessons? Survey is here When you have a follow-up question, don´t hesitate to reach out. jaclyn. karnowski@teachforamerica. org 5’