Rate * Time = Distance Problems

I have long wondered why our textbook teaches rate*time= distance problems in chapter 2. It's only October, the students are still fairly new to algebra. We have just reviewed integers, 1-step equations and the distributive property. They have recently been introduced to 2-step; multi-step; clearing fractions and decimals; "identity" and "no solution" equations. Are they really ready for what arguably are the most challenging problems in all of algebra?

These are the problems that frequently are quoted as being representative of algebra; often in regards to how much someone hated or failed at Math. Are we setting up our students to experience defeat? Are we asking too much of them?

For the first time one of my students truly surprised me: He Got It! He truly Got It! Is this my star student? Is he gifted? Perhaps-- but as soon as a week ago he was struggling to remember what he had learned about adding integers; who had forgotten what he had learned about solving 1-step equations. This is a student whose teacher and parent have been concerned about. I had spoken to him the previous day about the possibility of coming to the Math Specialist program more often, or seeing me after school.

He not only understood the rate*time= distance problems; he came in excited and eager to share. He was able to help the other students to do and understand the problems as well! These are the times when we are amazed and impressed by our students. These are the times when we bow to the wisdom of our textbook writers. These are the times that we know why we are teachers!

Perhaps we ask the students to do these difficult problems so early in the year so that they might understand the power that is algebra. Perhaps we ask the students to do these problems so early in the year so that they might come to see themselves as capable, able to meet challenges and overcome them. Perhaps we ask the students to do these problems so early in the year so that they might shine-- as this student did.

What do you think: should we save these challenging problems for later in the year? How do you help/ scaffold/ guide your students to succeed at these difficult problems?

What exciting times have you had as a teacher?