Students demonstrate how to solve various algebraic equations. In this pre-algebra lesson, students work in teams and use Borenson's Hands-On Equations materials to solve algebraic equations.

Students demonstrate different algebraic equations using Borenson's Hands-On Equation materials. They work in a cooperative group to solve algebraic equations.

In this algebra activity, students complete 72 problems, solving for given variables. A website reference is given for additional activities. 

Students explore algebraic concepts using real life situations.  In this equations lesson, students develop strategies to solve missing number problems. Students participate in a board game based on algebraic equations.

How to use the relationship between multiplication and division to solve math word problems is the focus of the instructional activity presented here. In it, fourth graders work in groups to solve problems posed by the teacher. Then,...

Students work in a cooperative group of three to solve algebraic equations with roles assigned for manipulator, recorder, and checker. They utilize hands-on learning materials imbedded in the lesson plan.

Your learners explore growing patterns by describing, extending, creating, and evaluating practical pattern problems in this three-day collaborative unit. Beginning with concrete patterns and function tables to extend and...

Students explore number sense by solving consumer math problems. In this pattern identification lesson plan, students analyze a list of numerical and geometric patterns while predicting the future outcome. Students utilize inference...

Pupils drill on math patterns, functions and Algebra. They construct and use tables to solve problems associated with mathematical relationships and identify a rule/equation. Students comprehend input/output to determine the relationships.

Fourth graders investigate repeating and growing patterns. Models, graphs and words are used to describe, extend and represent patterns. Students use evidence from models and graphs to support the identification of patterns.

Based on our understanding of the balance beam model, we know that that to keep a true equation, we always have to do the same thing to both sides of an equation. But how do we know what to do to both sides of the equation? Learn to...