When combining like terms in expressions such Question students through the process-asking for a as students may think that mathematical principle that makes each step valid In a problem such as , students may think that Put a in front of the, so they know to divide by -1 thus “1” because the variable is alone that they have getting the final answer of . finished solving the problem. When solving a problem such students who have Several strategies could be used in this situation. been taught to rewrite subtraction problems as Depending on the student’s understanding you may: addition problems might make the following error. Model this problem using manipulatives. (algebra tiles, chips, balance) And then to solve the problem the student thinks A more abstract approach might include that it is necessary to subtract 5 from both sides to something as simple as the following the addition. (See below) “undo”
When combining like terms in expressions such as students may think that Question students through the process-asking for a mathematical principle that makes each step valid In a problem such as , students may think that because the variable is alone that they have finished solving the problem. Put a “1” in front of the, so they know to divide by -1 thus getting the final answer of . When solving a problem such students who have been taught to rewrite subtraction problems as addition problems might make the following error. And then to solve the problem the student thinks that it is necessary to subtract 5 from both sides to “undo” the addition. (See below) Several strategies could be used in this situation. Depending on the student’s understanding you may: Model this problem using manipulatives. (algebra tiles, chips, balance) A more abstract approach might include something as simple as the following
Unit_Relationships_btw_Quantities_and_Reasoning.docx