Facilitation of Learning Experience: Model with mathematics. Ask students to pick two numbers. Have them label one number Use appropriate tools and the other “x” “y”. strategically. Have students add the two numbers and write it as an equation (i.e. . Next, allow students to subtract the two numbers and write it as an Attend to precision. equation (i.e. On a blank piece of paper, students will write down their equations only (refer to PowerPoint slide 3 for an example. Look for and make use of Students will partner with someone and switch papers. The structure. classmate will need to identify what x and y equals. Students will Look for and express have to explain how they determined their answers. Students will regularity in repeated check their answers with their partners. reasoning. Call on students to explain their strategy for finding two unknown variables. Questions to prompt discussion include: What process did you use to solve the problem? Was there any other process you could have employed? Why did you select that process that you used? For students you used a and Was “guess check” approach – this the most efficient process for developing a solution? Why or why not? Have students openly discuss the methods they used to solve the problem. When the classroom discussion ends (or someone mentions a method similar to elimination) show the students how the problem can be solved using elimination (refer to PowerPoint slide 6 for an example). Materials: Engagement Make sense of problems and Computer persevere in solving them. Projector Exploration Reason abstractly and Graphing calculators (optional)
Facilitation of Learning Experience: Ask students to pick two numbers. Have them label one number “x” and the other “y”. Have students add the two numbers and write it as an equation (i.e. . Next, allow students to subtract the two numbers and write it as an equation (i.e. On a blank piece of paper, students will write down their equations only (refer to PowerPoint slide 3 for an example. Students will partner with someone and switch papers. The classmate will need to identify what x and y equals. Students will have to explain how they determined their answers. Students will check their answers with their partners. Call on students to explain their strategy for finding two unknown variables. Questions to prompt discussion include: What process did you use to solve the problem? Was there any other process you could have employed? Why did you select that process that you used? For students you used a “guess and check” approach – Was this the most efficient process for developing a solution? Why or why not? Have students openly discuss the methods they used to solve the problem. When the classroom discussion ends (or someone mentions a method similar to elimination) show the students how the problem can be solved using elimination (refer to PowerPoint slide 6 for an example). Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Engagement Exploration Materials: Computer Projector Graphing calculators (optional) Make sense of problems and persevere in solving them. Reason abstractly and