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Formative Assessment Activity: _________Sequencing Cards

Planned Date of Implementation: ____2/12

Common Core State Standard(s): _8.ee.c7 solve linear equations with one variable

8.ee.c7a solve equations with one solution, no solutions, and infinite solutions.

8.ee.c7b solve equations with rational numbers as coefficients

Mathematical Practice(s): Make sense of problems and preserve in solving them.

Construct viable arguments and critique the reasoning of others.

Model with mathematics

Attend to precision

Look for and make use of structure

Explain the grouping structure (i.e., individual, partner, group) and the reasoning for this

decision?

The students will be working at their table with four people total at each table. Each person will

be working on sequencing a set of cards individually. We will give them two minutes to work on

sequencing the cards. When the two minutes is up everyone at the table will rotate and check the

work of someone elses sequence. Person two will plug in value they got for x into the original

equation and see if the equation holds true. If they see a mistake in the steps they will bring it to

the persons attention and tell them why they think it is incorrect. The original person will then

be given the chance to fix the mistake and adjust the rest of the cards as he/she sees fitting.

When they are done checking the first persons work they will shuffle up the cards and then

person three will have to sequence the cards again. Person four will then come and plug in the

value for x into the equation and see if it is correct. So each person will sequence two sets of

cards and by the time this activity is done they will have checked the other two peoples

sequence at their table. Each person at the table will be working on a different problem.

The reason I am having them work on this individually is because this is review for them and

they should have a firm understanding on how to solve equations because we have worked a lot

with it. They could have worked on this with a partner but I do not see this as needing a partner.

Goal(s) of Activity (i.e., Students will be able to and I canThese should include

mathematical content and process learning goals.)

Students will be able to correctly sequence the cards in a way that solves the equation.

Students will be able to critique the reasoning of others and see if there are mistakes in

someones sequence.

I can solve an equation by following the correct steps to solve for the desired variable.

Students will be able to explain why they think their order is correct.

I can correctly solve an equation for the variable showing all the work that is needed.

Students will be able to realize when a equation has one, none, or infinite solutions.

I will be walking around asking questions while they are working on sequencing the cards. I will

not be telling them if they are right or wrong, I will just be asking some clarifying questions such

as, what gives it away that you need to do the distributive property and when dont you? If there

are variables on both sides, what do you need to do to each side before? I will also be monitoring

while walking around. Majority of the time I will be asking them to explain their thinking as

opposed to asking specific questions. After we have completed the activity we will solve an

equation together as a class. This will be an equation that they have not worked on yet today. I

will ask are there multiple ways to solve this equation or do you need to follow certain steps? I

will talk to them about checking the other persons work, asking them what is the easiest way to

see if the person before you was right, was it plugging x back in to the equation or was it going

through step by step seeing if they had all the steps correct? I will be video taping the lesson as

well and rewatching it later.

What data will you collect? How will you analyze the data you collect? (i.e., How will you

determine students have understood the material/content of the activity or reached the goal of the

activity? This should tie back to your above learning objectives.)

After the original two minutes is up I will have the students record their sequence on a sheet of

paper. After everyone has had a chance to correct the other students work at their table they will

record their new (or same) sequence on a sheet of paper. I will be collecting this when we are

done. I will be walking around monitoring and listening to what students are saying about this. I

will watch the video after and see if there is anything I missed during the discussion. I want to

see if I gave them too much time during the activity or if the time allowed was a good. I will

obviously be looking for this during the activity as well but I want to see how it looks on camera

as well.

How and what kind of feedback (written/verbal) will you give students? What is the

purpose of your feedback?

I will be giving them verbal feedback while I am going around the room and they are checking

each others work. I will also be giving them written feedback on the sheets they turn in. I will

be looking at their original work and seeing how it compares to their final answer. The purpose

for this feedback will be to forward their thinking about equations. If they get a wrong answer,

or even a right one, I can write on there what ways can you check to see if this answer is correct?

Does this answer work when you plug it in?

This is a rough draft of the problems I will be using. Each line will be a different card.

-5(x+3)+4= -21

-5x-15+4= -21

-5x-11= -21

-5x= -10

x=2

-5x+15+4= -21

-5x+19= -21

-5x= -40

x=8

Problem 2

3x+3+2x+11=2x+17

5x+14=2x+17

3x+14=17

3x=3

x=1

5x+8=2x+17

3x+8=17

3x=9

x=3

Problem 3

-1/4(8x-20)+15=42

-2x+5+15=42

-2x+20=42

-2x=22

x=-11

x=11

2x-5+15=42

2x-10=42

2x=52

x=26

x=-26

Problem 4

8(x/8-4)=.5x+.5x -32

1x-32=.5x+.5x -32

1x-32=1x -32

-32= -32

INFINITE SOLUTIONS

NO SOLUTIONS

8x+32=.5x+.5x -32

1x+32=1x -32

32= -32

8x-32=4x+4x-32

8x-32=-32

8x=0

x=0

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