Solving Equations Using Candy

Summary: This lesson is a variation on the use of “Hands on Equations”. It can be used as an introduction and or in combination with the Build and Solve lessons provided. The lesson below is one I use that involves positive integers however you can vary this by designating different colors of candy as positives and negatives. The procedure below is just a model and can be modified to fit your classroom.

Materials needed: Two bulk size bags different kinds/shapes of candy (I prefer using M&M’s and Hot Tamales since they can be purchased cheaply in bulk from Costco or Sam’s Club) – One type for the variable and one for constants. Dixie Cups or Something to place the students candy in. Scratch Paper (2 pieces per student) White Board and Markers

Content Area and Standard: Algebra 1A- Standard 3 Objective 2

Procedure for using strategy:  Hand out cups of candy to each student. Let them know when they are done with the lesson they get to eat their candy.  Handout 2 pieces of Scratch paper to each student. One will be used to make a scale and the other for practice problems.  Have students turn one paper landscape and draw a large scale. This can be done easily if they just fold the paper in half.  The other paper should be folded into eight squares. They should label each box on the right hand side 1-4. The right hand will be used to draw what they did on the scale and the left to write their steps algebraically.  Draw a scale on the board and then the problem x + 2 = 4. Then draw the one variable candy and two constant candies on one side and four constant candies on the other (I like to use triangles for variables and circles for numbers so that it is similar to the Build and Solve lesson. ) The students can do this with the actual candy on their scales. Ask the students how much each of the variable candy is worth. Cross off two constants to show we took away two from both sides and then show how this is done algebraically.  Model the problem 2x + 1 = 3, having the students physically do this on their scales first.  Give the students the following problems and have them work out the problem on their scales. They should draw what they did on the left hand side of their paper and then write the algebra on the right. o x + 3 = 5 o 2x + 3 = 5 o 3x + 1 = 4 o 2x + 2 = 3x + 1 o 2(x + 1) = 6 (Note: Some students will want to place two ones next to an x rather than place two x and two ones. This is a good opportunity to remind the students that the 2 means we have two of what is inside the parenthesis.)  If you have time you may choose to make up four more problems and have them work them on the other side of their paper.