Virginia SOL 6.PFA.3.d
The Standard
Confirm solutions to one-step linear equations in one variable using a variety of concrete manipulatives and pictorial representations (e.g., colored chips, algebra tiles, weights on a balance scale).
Virginia Standards of Learning for Mathematics · The student will write and solve one-step linear equations in one variable, including contextual problems that require the solution of a one-step linear equation in one variable.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students test a possible value in a one-step equation. They use chips, algebra tiles, or balance drawings to show that the two sides are equal.
What Mastery Looks Like
- Students substitute a proposed value and show that both sides have the same value. They can build or draw a matching model with chips, tiles, or a balance scale and explain why it confirms the solution.
Common Misconceptions
- Students may change only one side of a balance model or treat the equal sign as a signal to calculate. They may count a variable tile as one unit instead of the proposed value. Some solve the equation again but never substitute the value to confirm both sides match.
How to Assess It
- Exit ticket: For x + 4 = 9, use a drawing of algebra tiles to check whether x = 5. Label both sides and explain how the model confirms your answer.
Lesson moves
Ways to Teach It
Build x + 3 = 8 with algebra tiles, remove three units from both sides, then replace x with five units to check.
Display 4x = 12 and ask, "How does your model prove x = 3, and what would show that x = 4 fails?"
Play Solution Check Match: students pair equation cards, value cards, and balance drawings, then explain each match to a partner.
Use a $15 gift card after a $6 purchase, model g + 6 = 15 with chips, and check the remaining balance.
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Printable 6.PFA.3.d Worksheet
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