Chapter 2: Linear Equations Section 2: Using Algebra
Topics in Algebra 1 © 2001 Texas Instruments Teacher Notes 2-16
Linear Equations: Using Algebra Teacher Notes
Objectives
•
To review one-step and two-step linear equations.
•
To review the idea of isolating the variable, balancing equations and checking solutions.
•
To review the properties of equality.
Math Highlights
This section opens with an explanation of the idea of balancing equations using a pan balance.
The properties of equality are displayed. Then, examples of solving linear equations of the forms
x + a = b, ax = b, and ax + b = c are shown. These examples start with word problems and are
then modeled with linear equations, solved, and the solution is checked.
Common Student Errors
•
Students may have a hard time deciding which steps to follow to solve an equation. In
particular, if they are given an equation in the form x + a = b, they may choose the wrong step
to take if the equation is given as a + x = b. Students might make sign errors as they add or
subtract from both sides of the equation.
•
Students should connect the idea of a zero model from working with integers; for example,
they should connect 7 +
M
7 = 0 with the concept of an additive inverse. They use the additive
inverse to create the zero model. The term zero model is not discussed.
•
Students should notice that they are using the multiplicative inverse to isolate the variable
when they multiply or divide both sides of equations.
•
Although this section deals with the mechanical way of finding the solution set, students
should be reminded that they should check to see if the solution is reasonable. They need to
keep using number sense.
•
Many students are able to see the answer using number sense without the written work.
Learning how to write mathematics correctly is part of the communication skill and needs to
be encouraged. This can cause frustration for students who find the problems easy to solve
“in their heads.”
Student Worksheet Notes with Answers
Overview
Tell students:
1. How to find the
Overview
, or tell them to review the instructions on the worksheet.
2. How to navigate the application, if they are not yet familiar with the application.
3. To scroll through the
Overview
on the calculator. Point out new terms, definitions, and
concepts, and tell students to look for them as they go through the
Overview
.
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