## Reflection: Intervention and Extension Interpreting Algebraic Expressions Day 2 - Section 3: Interpreting Algebraic Expressions Class Discussion

I really liked this activity.  It pulled out some of the misconceptions my Students face.  During the discussion where each group shared their challenges (Math Practice 3), one common theme became evident, distribution.  So many students wanted to make (x+6)2 equivalent to x2 + 62.  There were groups where I questioned them about the area model which proved this statement to be false.  The area models were by far the most power piece of this lesson.

I found that the introduction on the first day is crucial to the success of the lesson.   My students also needed to see a basic sample of the area model as this initially stumped them.   To improve the flow of the matching activity, I think I will insist that each expression must match a statement, chart, and area model.  I think this will improve the quality of their work time together.  We didn’t get to the charts due to time.  Next year, I will probably add some time to ensure that we get there.  This is a lesson that I think will only improve the more I teach it.

If I were to cut this down into a shorted or differentiated activity, I would focus on the expressions (x+6)2,  x2 +12x + 36, and to x2 + 62. These, with their area models, could be used to increase student understanding of distribution.  I would include maybe two or three more, like 2(n+6) and 2n+12, and do the matching activity with just these.  This would shorten the time and would be less overwhelming to some students.

Intervention and Extension: What Challenged My Students

# Interpreting Algebraic Expressions Day 2

Unit 1: Modeling with Expressions and Equations
Lesson 4 of 15

## Big Idea: This two part lesson allows students to strengthen and deepen their understanding of the multiple forms of algebraic expressions.

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2 teachers like this lesson
Standards:
Subject(s):
Math, Expressions (Algebra), Algebra, modeling, Algebra 2, master teacher project, Algebra 1
50 minutes

### Amelia Jamison

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