Identity, One Solution, or No Solution Equations Card Sort
Teaching Math and More
4.8k Followers
Grade Levels
8th, Homeschool
Subjects
Resource Type
Standards
CCSS8.EE.C.7
CCSS8.EE.C.7a
CCSSMP1
CCSSMP2
CCSSMP7
Formats Included
- PDF
Pages
18 pages
Teaching Math and More
4.8k Followers
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Description
This lesson unit is intended to help you assess how well students are able to solve linear equations in one variable. Students will be able to give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Also students will be able to show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form.
Included in this lesson are:
- Directions, grade level common core standards, and mathematical practices
- Formative assessment (pre-test) task
- Card sort activity with concept development of equations
- Extension activity for students to deepen their understanding of equations
- Summative assessment (post-test) task
- Answer keys for all the assessments and activities
More Card Sorts:
8th Grade Math Card Sort Activity Lessons and Cut & Paste Activity BUNDLE
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Total Pages
18 pages
Answer Key
Included
Teaching Duration
90 minutes
Last updated Jan 22nd, 2019
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Standards
to see state-specific standards (only available in the US).
CCSS8.EE.C.7
Solve linear equations in one variable.
CCSS8.EE.C.7a
Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form 𝘹 = 𝘢, 𝘢 = 𝘢, or 𝘢 = 𝘣 results (where 𝘢 and 𝘣 are different numbers).
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP7
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
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