### Math Blogger Initiative Week 4: Pictures!

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Wow. This has been wonderful. I hope we can keep connected. For week 4 I would like to share some student work from my Algebra 1 Classes.

I had an epiphany about how to get students to see the difference between solving these two linear equations:

3/4(p + 1) = 6 and 3/4p +1 = 7

So I had the first student in each row of six (I share a room) come up to the front and Pow- Wow with me. I made the diagram and told them that they were going to go back to their "pod" (row) and take the students to the white board and lead them in a discussion about the similarities and differences in solving these two problems.

Here is "Group Awesome's response:

I was introduced to the anagram: SFDCVAM as "PEMDAS-ean" way to get students to think about solving a linear equations. Here are the notes:

I don't if you can see too much, but it starts with S--clear double signs, F--Fraction Bust, D--Distribute, C--Collect like terms, V-- bring variable to one side, A--add or subtract, M--multiply or divide. My department chair, Betsy came up with this (I think). So I used her example: Some Fat Dumb Cows Vacuum and Mop. Here are three student versions:

From the C student:

"Some Friends Drive Crazy Vans Around Mountains"

From the B student:

"Some Fat Ducks Can't Verify Any Math" (Did you check out the duck's eyes?"

From the A Student:

Well, you can read that one.

I love when math students get to shine using all their intelligences.

Anyone else have a INB week?

Amy

I had an epiphany about how to get students to see the difference between solving these two linear equations:

3/4(p + 1) = 6 and 3/4p +1 = 7

So I had the first student in each row of six (I share a room) come up to the front and Pow- Wow with me. I made the diagram and told them that they were going to go back to their "pod" (row) and take the students to the white board and lead them in a discussion about the similarities and differences in solving these two problems.

Here is "Group Awesome's response:

I was introduced to the anagram: SFDCVAM as "PEMDAS-ean" way to get students to think about solving a linear equations. Here are the notes:

I don't if you can see too much, but it starts with S--clear double signs, F--Fraction Bust, D--Distribute, C--Collect like terms, V-- bring variable to one side, A--add or subtract, M--multiply or divide. My department chair, Betsy came up with this (I think). So I used her example: Some Fat Dumb Cows Vacuum and Mop. Here are three student versions:

From the C student:

"Some Friends Drive Crazy Vans Around Mountains"

From the B student:

"Some Fat Ducks Can't Verify Any Math" (Did you check out the duck's eyes?"

From the A Student:

Well, you can read that one.

I love when math students get to shine using all their intelligences.

Anyone else have a INB week?

Amy