Reflection: Complex Tasks Rabbit Run -- Day 1 of 2 - Section 2: Investigation


I find a lot of students struggle to come up with a formula for how to find the area of the rectangle based on the length.  Students can generally see their repeated steps, but have trouble ordering them using algebra.  They often forget that once they have a formula for width in terms of length, they need to substitute that value in to area = length x width so they're left with an expression of area that only involves one variable.  The fixed perimeter is a key piece to this understanding and sometimes I think I fail to elicit that idea from students.

  Modeling a relationship
  Complex Tasks: Modeling a relationship
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Rabbit Run -- Day 1 of 2

Unit 4: Quadratics!
Lesson 2 of 18

Objective: SWBAT use a quadratic expression in one variable to find the area for different dimensions of a rectangle and generalize their work to a formula.

Big Idea: Students practice a key standard for mathematical practice as they look for and express regularity in repeated reasoning in order to generalize to a formula.

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