This is a task I gave to a Year 8 mixed attainment class which I think would be a nice pedagogy prompt given the question set below:
Questions:
- How do you show balance operations between steps? Is this consistent between department members? Should all department members use a consistent approach?
- Do you explicitly reference all variants of linear equations in curriculum documentation? i.e. I can solve a linear equation with unknowns on both sides when one or both unknown terms are negative, or, I can create a linear equation given the solution.
- Do you teach only one method for an equation like this? How do you approach different methods? Is this student led or do you explicitly instruct on a range of methods?
Dan Pearcy 