One step at a time

Simplifying expressions, by both M and a student at the blackboard, was done by doing several steps at one time, such as canceling out common factors and such. I stressed to M that although he can do these types of problems entirely in his head in one step, it is essential to break it down for the students with each step on a separate line.

There are two reasons for doing one step at a time:

1.	Student comprehension. In subsequent lessons, M indeed broke items into separate steps. One girl did not understand what was going on. By reviewing each line, it became clear.

2.	Checking. It is easier for the student, partner, or teacher to check the work.

Later, as M wrote things down one step at a time, he said to me that he now realizes the importance of doing one step at a time. He stressed to the class that the extra work of writing the material down was fully justified to help make the work more accurate.

There may be different ways of doing a problem. The teacher should see if they can do it both ways.

When problems involve multiplication and signs, be sure to do each step, one step at a time.