method. Example: To the right are two methods to solve the same equation. Properties of operations can be used to change Justify each step in the solving expressions on either side of the equation to process. Which method do you prefer? equivalent expressions. Why? In the properties of equality, adding the same term to both of an equation or multiplying both sides by a non-zero constant produces an equation with the same solutions. Students do not have to name the property, but can describe property using mathematical reasoning. Transforming to is possible For example: because 5 = 5, so adding the same quantity to Example: To the right are two both sides of an equation makes the resulting methods for solving the equation . equation true as well. Select one of the solution methods and construct a viable argument for the use of the method. Students should be able to critique the solving process of others, recognize incorrect and provide corrective action to the process. Example: The following is a student solution to the inequality . There are two mathematical errors in this work. Identify at what step each mathematical error occurred and explain why it is mathematically incorrect. How you help the student understand his mistakes? Solve the inequality correctly. ( Note: While this standard does not cover inequalities, this could be a good extension.
method. Properties of operations can be used to change expressions on either side of the equation to equivalent expressions. In the properties of equality, adding the same term to both of an equation or multiplying both sides by a non-zero constant produces an equation with the same solutions. Students do not have to name the property, but can describe property using mathematical reasoning. For example: Transforming to is possible because 5 = 5, so adding the same quantity to both sides of an equation makes the resulting equation true as well. Example: To the right are two methods to solve the same equation. Justify each step in the solving process. Which method do you prefer? Why? Example: To the right are two methods for solving the equation . Select one of the solution methods and construct a viable argument for the use of the method. Students should be able to critique the solving process of others, recognize incorrect and provide corrective action to the process. Example: The following is a student solution to the inequality . There are two mathematical errors in this work. Identify at what step each mathematical error occurred and explain why it is mathematically incorrect. How you help the student understand his mistakes? Solve the inequality correctly. ( Note: While this standard does not cover inequalities, this could be a good extension.