## Reflection: Self-Talk Open and Shut - Section 2: Put it into Action

I was concerned heading into this lesson after some of the struggles that my students had with polynomial division.  The transition to CCSS is not always coming easily for them and I was apprehensive about expecting them to already know how to add, subtract, and multiply polynomials, but they gave me a pleasant surprise.  Most of my students did very well with the handout and those few who needed extra support were fairly quick to move forward.  I have taught long enough to have some background expectations of student abilities and can honestly say that it is a treat to be mistaken!  From all that I've heard and observed of my students so far this year, I think that their difficulties with polynomial division came from earlier issues with division in general, not particularly from anything to do with polynomials or the way I was presenting the material.  That said, I'm keeping my eyes (and ears) open for other areas where my students might struggle.

Understanding student misunderstandings
Self-Talk: Understanding student misunderstandings

# Open and Shut

Unit 2: Algebraic Arithmetic
Lesson 4 of 11

## Big Idea: Your students use strong inductive reasoning to better understand the system of polynomials in this lesson.

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Standards:
Subject(s):
Math, algebraic relationship, algebraic expression, Algebra, Expressions (Algebra), Algebra II, master teacher project, 11th Grade
55 minutes

### Merrie Rampy

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