In class we read a Math notes box on the steps to solving an equation to summarize what they had been learning. Then they got right into groups and had to write an equation of John's giant redwood in terms of x and y and determine what real world quantities those variables represented. Some referenced the sheet from earlier in the chapter while some grappled with it.
The main goal was moving students to the higher expectation of writing an equation, showing the substitution, and simplifying step by step. First they substituted 20 for x to find the height after 20 years. Some students struggled making the connection of finding how many years it would take for it to grow to 367 feet. Some guessed and checked. Others quickly figured it out.
Then they practiced solving some equations, and then revisited Mr. Wallis. It seemed as the day went on more students worked faster.
In accelerated students matched equations to word problems. Then they identified what the variable z represented in each situation by writing Let Z equal... Then they defined a variable to solve a triangle problem when given clues and the perimeter. They then practiced finding when two trees would have the same height. They userd a table and a graph.
Annabel found an error in the textbook.
With 5 minutes to go I went over the answers. There was not enough time for students to present information. Once again, some students had trouble focusing in their groups and consequences were given. We also reviewed "if you have nothing nice to say, say nothing at all."