Lesson #1 Reflection

I taught my first lesson on one-step, two-step, and multi-step equations of one variable. The
students were given a worksheet of ten problems to solve, and we went over the answers as a
class. The students were then given packets to participate in the Hands on Equations activity.
The packets included two different colored pegs (white and blue, representing x and x,
respectively) and eight blocks in two different colors (red and green, representing negative and
positive numbers, respectively) with the numbers 1-6 on two blocks in each color and 5-10 on
the other blocks. The students were also given a laminated sheet of paper with a picture of a
balancing scale and a worksheet.
I worked through three examples of how to use the packets to solve the equations on the
worksheet. The students would need to set up the equation on the scale and find what one
peg was equal to. This was done to assist in clarifying the idea that the two sides of the
equation need to be balanced. The legal moves were explained to the students during the
demonstration I gave. They were then asked to solve the rest of the equations alone.
Originally, I had assumed they would finish the Hands on Equations activity fairly quickly since
they had already learned how to solve equations. After watching them work for several
minutes, I realized they needed much more time to work on this activity. I decided to give
them the rest of class to complete the worksheet and ask me questions as they did so, and I
scrapped the auction game I had planned for.
The students were very engaged in the activity, but many of them did not understand the
directions. I feel like the reasons for this misunderstanding varied for the students. Some of
them were unable to understand how each peg was equal to one x, so if there were multiple xs
they need to have multiple pegs. Others had trouble realizing that the same rules were used
here that they use to solve equations on paper. Some did not understand the directions
because they were not paying attention during the demonstration. Instead of explaining the
directions 17 times, I decided to call the classs attention again and carefully re-explain the
directions and legal moves. This seemed to help several of the students, but some were still
fairly lost.
If I use this lesson in the future, I will be sure to emphasize the importance of listening to the
directions. I think it would also be beneficial to have a list of the legal moves and some of the
basic information for each student to have at their desk. These information sheets will give the
students something to refer back to when they forget something basic, which will allow me to
focus more on helping the students with other types of problems they may have.
I found that I need to work on how I ask my questions. I need to avoid things like do you
understand? because the students are very unlikely to tell me if they do not. I also need to
make sure that each student is paying attention at the beginning to the lesson so that I do not
have to continually explain the directions to the students. I also need to work on managing the
conversation among the students and keeping them focused on the math work.