EQ1 reflections

[AbbyANoble]

Here are some thoughts after using EQ1 in class:

• In Activity 1.1.4, a little something to connect what they get when they solve to what that means. Like if they get a statement that is always true (like 4x-4 = 4x-4, or 4x=4x or -4=-4, or all the way to 0=0), there are infinitely many solutions. And then when you get like 0=14, that's never true and there is no solution. So maybe ask about that first before asking the number of solutions. Or give them one of the infinitely many/no solution equations. a) Solve the linear equation. Which of the following is your last step? (answer choices like x=5, 0=0, 0=10 or something) b) Is that a statement that is always true, sometimes true, never true? c) What do you think this means about the number of solutions?

• The sentence at the beginning of Activity 1.1.6 feels more like a remark segueing into the inequality discussion than an intro to the activity. Maybe add a remark to introduce what we are about to talk about.

• Change Activity 1.1.6(b) to say "Which of these values are solutions of.. " to indicate there is more than one answer. Or add "select all that apply" or something.

• An extra step between Activity 1.1.6(b)
  and Activity 1.1.6(c) where they think about all the solutions. "There are more solutions to the inequality than the ones found in part b. How would you characterize all of them? answer: all numbers greater than 2 and 2 itself"

• Then maybe switch the order of Activity 1.1.6(c)
  and Activity 1.1.6(d). I've found many of my students struggle with interval notation and need the graph to get there. Especially at first.