Kimberly BrownParker CenterFort Smith SchoolsNovember 5, 2015

Using Context to Solve Basic Equations

Welcome Seventh Graders• Today we are going to solve equations.• All I expect is for you to use your problem solving skills.

Solve each of the following• Billie Sue has 4,560 pennies. Her mom gives her 5,932 more. How many total pennies does Billie Sue have?• Lucy has cup of flour to bake ¾chocolate chip cookies. The recipe calls for a total of 2 cups. How ½many cups does she need?• Johnny has some comic books. He finds 76 books in the closet. Johnny now has 194. How many comic books did he start with?

How did you solve them?• Students explain

Write an equation• For each problem write an equation

An equation for each• Billie Sue has 4,560 pennies. Her mom gives her 5,932 more. How many total pennies does Billie Sue have?• 4560 + 5932 = x• Lucy has cup of flour to bake chocolate chip ¾cookies. The recipe calls for a total of 2 cups. ½How many cups does she need?• + x = 2 ¾ ½• Johnny has some comic books. He finds 76 books in the closet. Johnny now has 194. How many comic books did he start with? • x + 76 = 194

Great job students

Rationale• Students struggle solving equations.• Teaching them the rules of integers helps BUT …• Need effect ways students will learn BESIDES memorization of rules.• Real-word applications imbedded into rules.

Purpose• Provide students with tools to solve problems.• Introduce structure of problem before solving.• Use problem solving skills to solve application problems.• Integrate math properties.

Where is this coming from?• New awareness• Common Core Standards for Mathematics• Table 1 Common addition and subtraction situations• Table 2 Common multiplication and division situations• Attended CGI and ECM workshop

Classroom research• Introduced solving equations to seventh graders at two different Fort Smith junior highs• Asked teachers not to teach rules• Gave series of simple problems which followed the addition problem types.• Asked the students to solve them

Classroom research • Students presented answers• Discussion - How hard was it to solve problem? How did you know where to start?• Reworked problems but asked them to write equation.• VERY SLOW process.• Students wanted to write HOW they solved.

Classroom research • Questioning helped.• Asked about patterns and previous learning• Properties were mentioned• Narrowed down to commutative, additive inverse, distributive, subtraction, addition properties• Questioned how will the properties help?

Classroom research • Write an equation for each.• Follow the structure of the problem• Student works• Worked problems

What happen next?

• Teacher teaches traditional methods with emphasis in sentence structure.• Emphasizes the mathematical properties which can be used.• Presents most of the equations as word problems.

How will this help students?• ????• Your thoughts, turn and tell a neighbor.

Next Steps• Write complete unit plan and share with teachers on district wiki.• Encourage teachers to step out of box and try this as a starting point.• Find and write more problems, increase rigor so they are grade level appropriate.

Your thoughts• Please share your thoughts• Is this a method of solving equations which can be implemented in your classroom?• Would you be willing to try?

Purpose• Provide students with tools to solve problems.• Introduce structure of problem before solving.• Use problem solving skills to solve application problems.• Integrate math properties.

Thank you!!