# Question Detail

# What activities we could give to grade 7 students (12 to 13 years) in teaching linear equation in one variable?

Sep 24, 2014 4:10pm

I am trying to find ways/ activities to get my students all engaged and directly involved (physically) in the learning. The activity could be an investigation, introduction to the problem, games or any else.

- Math
- 6-8
- Coaching / Engagement / Planning

8

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We are getting a lot of pressure to have students collaborate. So! Try giving 6 groups (Numbered heads) 6 diff problems to solve in groups, then pick a diff "#" (they are 1-6 in the group) to "present" the steps of how they solved, if there were any disagreements etc... Can apply this to just about any lesson. Good luck!

You could create a coordinate plane on the classroom floor, with x and y axes. Then have students physically make up lines with their bodies by standing at various points of the given linear equation. You could use the various forms of an equation: point slope, y - mx + b, stand form, etc.

As Ms. Collins has mentioned, here's one you can consider using as a culminating activity or review? I've never tried it but I like the idea of getting students to move:

https://www.teachingchannel.org/videos/graphing-linear-equations-lesson

As an introductory activity, I give my students a pattern problem dealing with constant change of a river's height during a certain phenomemon like in a drought and have them solve a problem.

Have fun engaging your kids!

this might be good:

https://www.teachingchannel.org/videos/linear-graph-lesson-plan

These aren't physical activities but they seem to help my kids be more engaged in learning about linear equations:

I like to use cell phone plans when talking about linear equations. This can be looked at as systems or as individual equations. Example: Best Cell charges $400 for a phone and $55 a month. How much will you pay for the phone if you keep it for a year? Two years? Then Super Cell gives you a free phone but charges $80 a month. How much will you pay for the phone if you keep it for a year? Two years? You can give kids fake cell phone plans or have them find real ones online.

Another activity that I do is have the kids make a picture with linear equations. They take a piece of graph paper and then use a minimum of 20 lines (with the criteria of 1 vertical, 3 with positive slopes, etc.) to make a picture. They have to number their lines and then write the equations for those lines on another page. They color the picture in and we hang them up on the wall as artwork. Some kids just write their initials in block letters but many others come up with some pretty creative pieces of art!

Hi, Husnul!

This is not a physical activity but my students found it engaging.

I gave them a sequence of figures (arrange of squares) to find the pattern. Before I grouped them in 4s, they voluntarily express their view about the way they think the arrange is changing. Then, in groups, they discuss about the way the number of squares is growing and find the number of squares in case 100.

Finally, they must find the number of squares for case "n". In this moment, some students need help to generalize the situation, to get to the formula (that is going to be a linear expression).

This can be an initial activity for discussing why this is a linear expression and having them represent it graphically or by a chart.

Finally, you can ask them the number of the case for which the amount of squares is ...., and there is your linear equation in one variable.

Hope you find it useful :)

Thank you NL Wilson

I think, that's a good idea for teaching in general.

However, I expect a more specific activities that not only concerns on engaging students, but also at the same time could help them move one step closer to the concept.

So, I imagine activity that relates to the linear equation, which can be done in a fun and meaningful way by students.

I put on songs with different beats per minute. I have students march to the music and count the beats (beat must remain constant at first). They graph number of beats every 10 seconds. We think look at what the steepest line tells us about the song... etc. I use rhythm to talk about constant growth, proportional relationships, etc. and ground initially by marching.