Activity: Solving Linear Equations
Objective(s):
Cognitive Objective: The student will be able to solve linear equations with one variable,
demonstrating understanding of the principles of isolating the variable.
Psychomotor Objective: The student will apply step-by-step procedures to manipulate equations
algebraically, demonstrating accuracy in each operation.
Activity Title: Solving Linear Equations – “Equation Relay”
Grade Level: Middle or High School
Materials:
Whiteboard or chalkboard
Markers or chalk
Worksheets with linear equations
Timer or stopwatch
Calculator (optional, for verification)
Steps to Follow:
1. Introduction (10 minutes)
Objective: Introduce the concept of solving linear equations, and emphasize the importance of
maintaining equality on both sides of the equation.
Activity: Briefly explain what a linear equation is (an equation where the highest power of the
variable is 1) and demonstrate a simple example on the board.
Example Equation:
2x+5=152x + 5 = 152x+5=15
Step-by-Step Explanation:
First, subtract 5 from both sides of the equation:
2x=102x = 102x=10
Then, divide both sides by 2:
x=5x = 5x=5
2. Grouping and Relay Setup (5 minutes)
Objective: Divide students into small groups (3-4 students per group).
Activity: Each group will take turns solving a linear equation on the board.
o Assign one student from each group to be the "solver" for the first round.
o The solver will work with the group to solve one equation, then pass the marker to the
next group member, who will solve the next equation.
Materials: Distribute worksheets with a set of linear equations for each group.
3. Solving Equations – Relay (25 minutes)
Objective: Students will work in relay fashion to solve a series of linear equations, applying the
step-by-step procedures in real-time.
Activity: The teacher will read out the first equation and set the timer for 1 minute. Each group
will take turns solving the equation by following these steps:
o Step 1: Simplify both sides of the equation (if applicable).
o Step 2: Isolate the variable (move terms involving the variable to one side).
o Step 3: Solve for the variable by performing the appropriate arithmetic operation
(addition, subtraction, multiplication, division).
o Step 4: Check the solution by substituting it back into the original equation.
Example Equations for Groups:
o 3x−4=113x - 4 = 113x−4=11
o 5x+8=235x + 8 = 235x+8=23
o 2(x+3)=142(x + 3) = 142(x+3)=14
o 4x−6=2x+44x - 6 = 2x + 44x−6=2x+4
o 6x+2=4x+106x + 2 = 4x + 106x+2=4x+10
Each student will contribute to solving one equation and pass the marker to the next teammate.
4. Group Discussion and Review (10 minutes)
Objective: Review the solutions with the class and address any common mistakes or confusion.
Activity: After the relay activity, go over the solutions as a class. Ask each group to explain how
they arrived at their answers for one equation. If mistakes were made, guide the students to
identify the error and correct it.
Example Review:
For 3x−4=113x - 4 = 113x−4=11, the correct steps would be:
1. Add 4 to both sides: 3x=153x = 153x=15
2. Divide both sides by 3: x=5x = 5x=5
Discuss the reasoning behind each step to reinforce the concept of isolating the variable.
5. Independent Practice (Optional Homework or Extension) (10 minutes)
Objective: Provide students with additional practice to solidify their understanding of solving
linear equations.
Activity: Assign students similar linear equations to solve independently at home or as
classwork. For example:
o 7x−3=257x - 3 = 257x−3=25
o 2(x−4)=102(x - 4) = 102(x−4)=10
o 5x+6=3x+145x + 6 = 3x + 145x+6=3x+14
Instructions:
Solve each equation step by step, showing all work.
Verify the solution by substituting it back into the original equation.
Assessment:
Formative Assessment: Observe students during the relay activity to ensure they understand the
steps for solving linear equations. Provide individual or group feedback if necessary.
Summative Assessment: Review students' independent practice or homework to assess their
ability to apply the steps of solving linear equations accurately.
Reflection (Optional):
After the activity, ask students to reflect on what they learned about solving linear equations.
You can use questions like:
o "What was the most challenging part of solving the equations?"
o "How do you check your answer to ensure it is correct?"
o "Why is it important to keep both sides of the equation equal when solving?"
This activity combines cognitive understanding with hands-on practice, reinforcing both the conceptual
and procedural aspects of solving linear equations.
