Day 2 facilitator guide: Linear equations
Before class
Have paper ready. Students should show equal operations on both sides and check by substitution. A correct answer with no setup is a useful conference prompt, not proof of the method used.
30-minute facilitation
| Minutes | Facilitation |
|---|---|
| 0–3 | W1 checks signed subtraction; W2 checks evaluation with parentheses. |
| 3–10 | Model inverse operations and distribution using the worked examples. Substitute each answer into the original equation. |
| 10–14 | Work G1–G2 with student suggestions. Ask which operation should be undone first and why. |
| 14–22 | Students complete P1–P4. Pull a brief group for distribution or division of negative values. |
| 22–27 | Collect E1–E2 independently. Ask for one substitution check. |
| 27–30 | Students identify the first step they would use on a similar equation. |
Listen for
- Applying an operation to only one side.
- Distributing to the first term but not the second.
- Dropping a negative sign when dividing.
- Ignoring a starting fee when modeling a context.
Support and extension
Support: write each balance-preserving step on a new line; draw a balance model for 3x + 5 = 26. Extension: compare 2(x + 3) = 2x + 6 with 2(x + 3) = 2x + 7. The first is true for every real x; the second has no solution.
Next action
E1 tests signs/inverse operations; E2 tests a fee model. Students who can solve but cannot set up E2 need modeling practice before harder algebra.