Task 3

.docx

School

Western Governors University *

*We aren’t endorsed by this school

Course

NUMBER SEN

Subject

Mathematics

Date

Jan 9, 2024

Type

docx

Pages

Uploaded by kclinedinst

Kyle Clinedinst Student ID-001029234 BDM2 Task 3: Understanding and Teaching Equations and Inequalities Part A: Study the equations and inequalities content standards for your state and do the following: 1. List three content standards from your state that apply to equations and inequalities for grades K–6. The three selected standards must represent three different grade levels. Grade 4: 4.OA.3 “Solve multistep word problems posed with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.” - -Ohio Learning Standards/Mathematics Grade 4 Grade 5: 5.OA.1 “Use parentheses in numerical expressions and evaluate expressions with this symbol. Formal use of algebraic order of operations is not necessary.” -Ohio Learning Standards/Mathematics Grade 5 Grade 6: 6.EE.5 “Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.” -Ohio Learning Standards/Mathematics Grade 6 2. Write a sample problem for each of the three standards to illustrate the evolution of student understanding. Grade 4: Mr. Clinedinst is buying pencils for his class. He buys 4 packs of 10 pencils and 5 packs of 12 pencils. He gives each of his 20 students the same number of pencils. How many pencils (P) does each student get? Use the equation below to solve. ((4X10) + (5x12)) ÷ 20 = P Grade 5: Sam and Jodi go to the ice cream shop, and each get a cone. Their total bill is $15. If they have a $3 off coupon, how much does each child spend on ice cream? a. Write an equation to represent this word problem. b. Solve your equation.

Grade 6: Anne was holiday shopping for her friends and her mother. She has $500 dollars to spend. She wants to have at least $200 to spend on her mom. Each gift she buys for her friends is $50. How many gifts can she buy for her friends and make sure she has enough money for her mom’s gift. Use the inequation to solve. 500 - 50x ≥ 200 3. Provide a solution for each problem that demonstrates each step or explains the thinking process involved in determining the solution. Grade 4: Mr. Clinedinst is buying pencils for his class. He buys 4 packs of 10 pencils and 5 packs of 12 pencils. He gives each of his 20 students the same number of pencils. How many pencils (P) does each student get? Use the equation below to solve. ((4x10) + (5x12)) ÷ 20 = P ( 40 + 60 ) ÷ 20 = P 100 ÷ 20 = P 5 = P Thinking- For this problem, I wanted to show the students a real-world situation where we would use the order of operations to solve an equation. I could even buy the pencils for my students to manipulate as a class. In order to solve the equation, students would have to know that they should start with the parentheses. Multiply 4x10 and 5x12. Then add the products to find the total number of pencils. We could do this with real pencils to model. Then, they would split up the pencils equally among all the students to get the answer, 100 ÷ 20 =5. For this problem, I also wanted to provide the equation because many students wouldn't know how to write this equation using the order of operations at this level. The above level students may be able to do this as an extension. Grade 5: Sam and Jodi go to the ice cream shop, and each get a cone. Their total bill is $15. If they have a $3 off coupon, how much does each child spend on ice cream? a. Write an equation to represent this word problem. (15-3) ÷ 2 = b. Solve your equation. (15-3) ÷ 2 = 12 ÷ 2 = 6 Thinking- For this problem, I wanted to take it a step further than the 4th grade order of operations and solving equations problem. I wanted to give a real-world example of an equation, but I want students to write the equation themselves. To do this, they need to

understand that “the equal sign is like a balance.” The two girls in this problem will both pay the same amount, so the “balance” is level. -(Van De Wallie & Karp & Bay-Williams, 2012, p.263) To do this, students will first need to subtract the total amount for the ice cream by the $3 coupon. Then, they will be able to take the difference and divide it by 2 to find the answers. Grade 6: Anne was holiday shopping for her friends and her mother. She has $500 dollars to spend. She wants to have at least $200 to spend on her mom. Each gift she buys for her friends is $50. How many gifts can she buy for her friends and make sure she has enough money for her mom’s gift. Use the inequation to solve. 500 - 50x ≥ 200 Thinking- For this problem, there is more than 1 possible answer. I really liked how Van De Wallie & Karp & Bay-Williams described equations and inequalities as a balance. Students would need to understand that x doesn’t have to equal 6 making the balance level. For this problem, the left side 500-50x could equal 200 to make the balance level, or it could be more than 200 making this an inequality. Anne could buy 1-6, $50 presents to make sure she has at least $200 for her mother. Technically, x could equal 0 as well. 4. Discuss how the chosen standards and problems build student understanding of equations and inequalities across the three K–6 grade levels selected previously. I chose these standards and problems because they are vertically aligned. The 4th and 5th grade questions deal with equations with the equal sign acting like a balance. -(Van De Wallie & Karp & Bay-Williams, 2012, p.263) For the 4th grade question, I would provide the equation for the students. They would need to understand the order of operations to solve. For the 5th grade question, students would need to understand the order of operations. However, they are asked to take it a step further and provide the solution. To solve inequalities in 6th grade, students first need to have a full understanding of equations. Then, they can be taught that there are some order of operations problems that don’t “balance” and this is an inequality. The 6th grade problem above also deals with order of operations like the 4th and 5th grade problems. But as I explained in A3, there could be more than 1 answer for x in the 6th grade problem to make the statement true.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help