MYP Maths Teacher Toolkit: Linear Equations

Here is the second post in the series aiming to connect MYP Maths teachers to resources that align with the IB approaches to teaching. These six resources can be used when teaching and assessing "solving linear equations", from their introduction to solving with an unknown on both sides.

ATT1: Collaborative

Crossnumber from Transum

This could be done in pairs with one student being given the across clues and the other the down clues. If any answers clash then they can work together to resolve and find the correct answer.

ATT2: Concept-driven

Geogebra visualiser

These balancing scales can first be used to visualise what is meant by equal (in this case balanced) and then build on this by ensuring the same action happens to both sides of the scale to keep it balanced. This also ensures students keep the goal in mind: solving means isolating 𝒙 and finding its value.

ATT3: Contextualised

Forming equations in context

Lots of worded contexts providing examples of how to form and solve equations. They are not too complex which means that students might be able to mimic the style and create their own.

ATT4: Differentiated

Transum

From one step equations, to an unknown on both sides, involving brackets, then even an extra tab which unlocks “fraquations”, this is an excellent resource for all levels of solving equations. An extra bonus about transum is that the questions are different for each student so there’s no chance of sharing answers!

ATT5: Informed by assessment

When are the equations true?

Sorting the equations into groups of always, sometimes or never true can be used to identify misconceptions or introduce the concept of an identity in comparison to an equation. There is also an opportunity to comment on where a fictional student has made an error which can be a low stakes method to assess student understanding as well as communication skills.

ATT6: Inquiry-based

Inquiry maths

Such a simple prompt but so many lines of inquiry can stem from here. Is there always a solution? Is there a general solution? What happens if you input a palindromic set (e.g. 2, 7, 7, 2)? Or a linear sequence (e.g. 1, 4, 7, 10)? This could be a really open inquiry with student generated ideas or more structured and teacher led. Be sure to check out the link to see how it has been used in other classrooms!