Linear Equations in One Variable r1
Linear Equations in One Variable r1
Solving Linear
Equations in One
Variable
INTRODUCTION
This lesson unit is structured in the following way:
• Before the lesson, students work individually on an assessment task that is designed to reveal
their current understanding and difficulties. You then review their responses and create questions
for students to consider when improving their work.
• After a whole-class introduction, students work in small groups on a collaborative discussion
task, categorizing equations based on the number of solutions. Throughout their work, students
justify and explain their thinking and reasoning.
• In the same small groups, students critique the work of others and then discuss as a whole-class
what they have learned.
• In a follow-up lesson, students return to their original task and try to improve their own,
individual responses.
MATERIALS REQUIRED
• Each student will need two copies of the assessment task When are the equations true?, a mini-
whiteboard, a pen, and an eraser and a copy of When are the equations true? (revisited).
• Each small group of students will need Card Set: Equations, a pair of scissors, a pencil, a marker,
a glue stick, and a large sheet of paper for making a poster.
• There is a projector resource to support the whole-class introduction.
TIME NEEDED
15 minutes before the lesson for the assessment task, a 70-minute lesson (or two shorter ones), and 10
minutes in a follow-up lesson. Timings are approximate. Exact timings will depend on the needs of
the class.
Teacher guide Solving Linear Equations in One Variable T-1
BEFORE THE LESSON
Amy:
allowed to answer the questions without assistance.
Students should not worry too much if they cannot Ben:
8x ! 6 = 2x
© 2012 MARS, Shell Center, University of Nottingham
Assessing students’ responses Comment on their work and identify any mistakes they have made.
Amy’s work:
you either:
• write one or two questions on each student’s work, or
• give each student a printed version of your list of questions and highlight appropriate questions
for each student.
If you do not have time to do this, you could select a few questions that will be of help to the majority
of students, and write these on the board when you return the work to the students in the follow-up
lesson.
Teacher guide Solving Linear Equations in One Variable T-2
Common issues: Suggested questions and prompts:
Fails to explain why Amy and Ben are • How can you show that Amy’s value of x does
incorrect (Q1) not satisfy the equation?
• How could you convince someone else that
Amy/Ben has made a mistake? How could you
show this?
Understands both Amy and Ben are incorrect, • What math can you use to work out if there is
but does not provide a correct solution a value for x that satisfies the equation? [Guess
and check or make x the subject of the
equation.]
Incorrect use of the equal sign • Carefully check your work. In your head say
the math you’ve written. Does it make sense if
For example: The student writes 5 – x = 6 = x = –1.
you read it from left to right?
Solves the equation to give x = –1 correctly and • Is this equation always true?
states the equation is true • How many solutions does this equation have?
• How do you know?
Assumes Amy is correct (Q2) • Give x a value. Are the terms alike now? Can
you now subtract 6 from 8x?
• Can you find a value for x that makes the
equation true?
Assumes Ben is correct (Q2) • How many solutions does an equation need to
have, to be true?
• Is x = 1 the only solution to this equation?
How do you know?
True or False?
4x + 1 = 3
Can you give me a value for x that makes this
equation false?
Students should not have any problems with finding a suitable value for x, but may not be too
adventurous in their choices. Spend some time discussing the values given and the reasons for each
choice, identifying any common choices, as well as any calculation errors.
Display Slide P-2 of the projector resource:
True or False?
4x + 1 = 3
Can you give me a value for x that makes this
equation true?
Students may struggle with this at first, especially if their chosen method is substituting values for x.
Projector Resources Solving Linear Equations in One Variable P-2
Encourage students to explore fractions, decimals, and negative numbers as well as positive whole
numbers.
If students find a value for x, challenge them to consider if there are any other values of x. They
should be encouraged to justify why this is the only value for x that makes the equation true and how
they can be sure of this.
Would we describe this equation as always true, never true or sometimes true? [Sometimes true.]
When is it true? [When x = ½.]
Are there any other values for x that make the equation true? How do you know?
4x + 1 = 3
Cheryl: Stacey:
Ask students to vote on which explanation they prefer. Ask one or two students to justify their
Projector Resources Solving Linear Equations in One Variable P-3
preference.
Cheryl has used the method of guess and check. Once she has found a value for x that works, she has
assumed that this is the only value and so has not tried to find any others. She has not explained why
this is the case.
Stacey has found the value of x as ½ by ‘undoing’ the equation. She has stated that x cannot be any
other value, using her knowledge that the only number to give an answer of 2 when multiplied by 4 is
½. She has not used a formal algebraic proof.
Follow-up lesson: improving individual solutions to the assessment task (10 minutes)
Return to students their original assessment, as well as a second, blank copy of the task.
If you have not added questions to individual pieces of work, write your list of questions on the
board. Students should select from this list only those questions they think are appropriate to their
own work.
Look at your original responses and read through the questions I have written.
Spend a few minutes thinking about how you could improve your work.
Using what you have learned, have another go at the task on the blank copy provided.
Alternatively, you may like to give students a copy of When are the equations true? (revisited). This
sheet provides some further questions that will help you to check on what students have learned.
SOLUTIONS
E2 E1 E3
E8 E7 E11
E10 E12 E6
2x + 4 2(x +1) = 2x +1
= x+2 4x = 4
2 True when x = 1.
E9
10
=5
2x
True when x = 1.
E5
x
=x
2
True when x = 0.
E4
3x − 5 = 2x
True when x = 5.
1. 12 − x = 15
⇔ −x = 3
12 − x = 15
⇔ x = −3
It is only true when x = -3.
2. x − 3 = 3− x
⇔ 2x = 6
x − 3 = 3− x
⇔x=3
It is only true when x = 3
3. x
=6
x 2
=6 ⇔ x = 12
2
It is only true when x = 12
4. 10
= 20
x
10 ⇔ 10 = 20x
= 20
x 1
⇔x=
2
It is only true when x = 1/2
5. 3(x + 4) = 3x + 4
⇔ 3x +12 = 3x + 4
3(x + 4) = 3x + 4 ⇔ 12 = 4
This final statement is false, so the equation is never
true.
6. 2(x + 3) = 2x + 6
⇔0=0
2(x + 3) = 2x + 6
This final statement is always true, so the equation is
always true and is an identity.
5- x = 6
They decide to compare their work.
Amy:
Ben:
8x - 6 = 2x
Comment on their work and identify any mistakes they have made.
Amy’s work:
Ben’s work:
E1 E2
2- x = x-2 3+ x = x + 3
E3 E4
x+5= x-3 3x - 5 = 2x
E5 E6
x
=x 2(x +1) = 2x +1
2
E7 E8
6x = x 7x +14 = 7(x + 2)
E9 E10
10 2x + 4
=5 = x+2
2x 2
E11 E12
5x - 5 = 5(x +1) 4x = 4
12 - x = 15
2.
x - 3 = 3- x
3.
x
=6
2
4.
10
= 20
x
5.
3(x + 4) = 3x + 4
6.
2(x + 3) = 2x + 6
4x + 1 = 3
Can you give me a value for x that makes this
equation false?
4x + 1 = 3
Can you give me a value for x that makes this
equation true?
4x + 1 = 3
Cheryl: Stacey:
2. If you think the equation is sometimes true, give values of x for which
it is true and for which it is false.
If you think the equation is always true or never true, explain how
you can be sure this is the case.
4. Once agreed, stick the equation card on the poster and write an
explanation on the poster in pencil next to the card.
5. Swap roles and continue to take turns until all equations are placed.
Projector Resources Solving Linear Equations in One Variable P-4
Sharing Posters
1. Move to another table and look at their poster.
3. Circle your comments and write your initials next to them.
Classroom Challenges
These materials were designed and developed by the
Shell Center Team at the Center for Research in Mathematical Education
University of Nottingham, England:
Malcolm Swan,
Nichola Clarke, Clare Dawson, Sheila Evans, Colin Foster, and Marie Joubert
with
Hugh Burkhardt, Rita Crust, Andy Noyes, and Daniel Pead
We are grateful to the many teachers and students, in the UK and the US,
who took part in the classroom trials that played a critical role in developing these materials
The classroom observation teams in the US were led by
David Foster, Mary Bouck, and Diane Schaefer
Thanks also to Mat Crosier, Anne Floyde, Michael Galan, Judith Mills, Nick Orchard, and Alvaro
Villanueva who contributed to the design and production of these materials
This development would not have been possible without the support of
Bill & Melinda Gates Foundation
We are particularly grateful to
Carina Wong, Melissa Chabran, and Jamie McKee
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