##### Solving equations with unknowns on both sides

It’s a double bill today. Not mind blowing stuff, but my old slides were in desperate need of an update. I think that’s most of solving linear equations done now (bar working with fractions which is going to be a biiiiiiiiiiig job).

I wasn’t sure about what to add to this resource. I couldn’t find many ways to jazz up the topic. If anyone has some really nice questions for this topic, hit me up at @ticktockmaths and I’ll add some stuff for this.

I took the exercise format from a book called Maths with Pizzazz, which is a 1990s Australian textbook that’s full of codebreakers and nice exercises. I think the drawings and style have a really nice, friendly look.

##### Solving Equations with brackets

I only did ‘one side’ here. I figured it would be better to leave the two sides until later.

Contains a lot of discussion slides.

And some ‘correct the work’ slides. I don’t normally do ‘correct the work’ because I’ve had limited success with it in the past, but I’ve always asked students to work out which are wrong, rather than telling them that work is definately wrong and asking them to find the mistake. When I did this, the task went much better than it has before.

##### Bounds

I’ve massively overhauled my previous bounds PowerPoint, which I think was pretty poor and needed updating.

One of things I did was screenshot some of this and put it into mathigon’s Polypad, and use that website’s number lines to really try and dig into the understanding.

There’s no using bounds here. That’s a whole other massive project.

##### Venn Diagrams and Simultaneous Equations

Just a quick one this week.

I’ve been reading Michael Pershan’s Teaching Maths With Examples this week. It’s really good. I recommend it. Quick, simple and easily digestible. Great stuff.

In the book, Michael describes using Venn Diagrams to give an overview of what, exactly, we mean when we talk about systems of equations. This really made me sit up, because I think students often don’t quite know what systems of equations ARE. They can procedurally solve them, but sometimes struggle to get a big picture of what they’re doing.

This resource aims to give the big picture, the WHY, before moving onto the HOW to solve.

So we do this by trial and error, then you swoop in and show students a more formal, better method for finding these answers.

I hope you like it and find it useful.

As always, feedback to @ticktockmaths on Twitter.