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Working with Linear Equations

Strand: Patterns and Relations (Variables and Equations)
Outcome: 3

Step 5: Follow-up on Assessment

Guiding Questions

• What conclusions can be made from assessment information?
• How effective have instructional approaches been?
• What are the next steps in instruction?

A. Addressing Gaps in Learning

Consider the following strategies to assist students who are having difficulty:

• Begin working with one-step equations that involve addition, subtraction, multiplication and division, such as:
  • n + 3 = 6
  • n – 3 = 6
  • 2n = 6.

Ask students to show or talk about how they can solve the equations. Encourage them to try using the balance model, algebra tiles or pictures of tiles. Listen and observe to see if there is one model that is easiest for them to use.

• Introduce two-step equations, such as:
  • 3n + 2 = 14
  • 4n – 3 = 9.

Ask students to show or talk about how they can solve the equations. Encourage them to try using the balance model, algebra tiles or pictures of tiles. Listen and observe to see if there is one model that is easiest for them to use.

B. Reinforcing and Extending Learning

Students who have achieved or exceeded the outcomes will benefit from ongoing opportunities to apply and extend their learning. These activities should support students in developing a deeper understanding of the concept and should not progress to the outcomes in subsequent grades.

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