As expected, the trickiest thing was writing the substitution step. I wasn't ready for students to have quite so much trouble with things like 4(2x) or -5y + 7y. But the kids had lots of support throughout the activity.
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You don’t happen to have one made for elimination do you
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Which type of problems do you need? Do you want kids to be choosing between adding/subtracting equations? You want practice where you're scaling both equations or just one?
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Cool! Did you include the question section?
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You mean the self-explanation section? I did not, because I had previously done that using my usual worked example routine. I thought it would be OK to focus on moving towards independence this time.
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This is great and reminds me of how
@EmathsUK describes backwards fading in his book Teaching for Mastery. Another thing he advocates for(which I think you’d be a fan of) is a self explanation prompt to replace each removed step. -
Yes, self-explanation is terrific. That's an interesting way to incorporate it! I have I think different ways of including self-explanation but I'll go back to my copy of Teaching for Mastery to learn more about Mark's approach.
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I used these and added some to the list . Worked great! Scaffolding up to more complicated substitution. Thank you!!!
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Awesome! What did you add to the list? Any pics?
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I did something similar today! For the procedural part of a problem-solving lesson with 6th. https://drive.google.com/file/d/1zybg5M55vtnfVJEFCXxZcEHJcSbJBpck/view?usp=sharing … (I didn't collect their papers, but this part went ok.)pic.twitter.com/EQkbt3dAdr
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