Here is an introduction to solving equations using a Jamboard (see photo at very bottom for how to make a copy). A seesaw is used to unpack the concept of an equation as two sides that are equivalent. The box is used to unpack the concept of a variable representing an unknown number (or oranges in this context). The form of a solution for an equation is established, with students revising to create other solutions.

Students are then provided a couple slides to match seesaw representations with actual equations. The matching provides a scaffold to support the connection between representations.

Then the seesaw and box representation is used to unpack the steps. Students are provided the steps as written directions on how to model the given solving steps with the seesaw.

The students are then provided the equation and seesaw representation, along with the solving steps provided as moveable pieces. Students slide pieces and move seesaw objects to make the connection between the two. Here is a link to a post with an updated version of this handout.

Finally, students are given the equation and tasked with completing all of the steps including the initial set up. This slide can be copied with new equations entered for additional practice (including having the variable on the right or writing the number before the variable (e.g., 5+m=8).

I am rolling out a series of videos on math topics from middle school and algebra 1. Here is a link to the folder with the accompanying handouts. This post will be updated periodically.

Let me know if your school is covering a topic that is challenging and students would benefit from an alternative presentation. I will see what I can do. The links to the videos are listed below the photo.

This is a meaning making approach to introducing equations. I will walk through the parts shown in the photo in the space below this photo. (A revised edition of this handout will be used in a video on this topic.)

First I explain the difference between an expression (no =) and an equation (has =). An equation is two expressions set equal to each other (21 is an expression).

I then develop the idea of a balanced equation and will refer to both sides of the see saw as a prelude to both sides of the equation. I also focus on the same number of people on both sides as necessary for balance.

At this point I am ready to talk about an unknown. Here is the explanation I use with the photo shown below.

I start with the seesaw at the top. The box has some guys in it but we don’t know how many.

We do notice the seesaw is balanced so both sides are equal.

This means there must be 2 guys in the box.

I follow by prompting the students to figure out how many guys are in the box(es) in the bottom two seesaws.

Finally, I explain that the number of guys in the box is the solution because it makes the seesaw balanced.

There are multiple instructional strategies in play.

Connection to student prior knowledge – they intuitively understand a seesaw. This lays the foundation for the parts of an equation and the concept of equality.

Visual representation that can be recalled while discussing the symbolic representation, e.g. x + 1 = 3

Meaning making which allows for more effective storage and recall of information.