Reflection: Diverse Entry Points Border Tiles: Seeing Structure in Algebraic Expressions - Section 2: Opening


This year I am working with many special education students in my Algebra 1 class.  In addition, all of my students have had significant interruptions to their education.  Several have been out of school for over one year.  When I introduced today's mathematical task, some students struggled to get started. I had to tell them again and again NOT to count the tiles!

Other students found ways to find the number of tiles, but were at a loss for how to describe (or diagram) how they found them.  What I did with those students was to ask them (one-on-one) how they found the number of tiles and I scribed what they said. From there, we tried to translate that writing into a diagram or a mark up of the original paper.  Students were using really interesting and different ways to figure out the number of tiles, they just weren't always comfortable describing those ways.

  Differentiating the Lesson Opening
  Diverse Entry Points: Differentiating the Lesson Opening
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Border Tiles: Seeing Structure in Algebraic Expressions

Unit 2: Multiple Representations: Situations, Tables, Graphs, and Equations
Lesson 1 of 17

Objective: SWBAT use algebraic language and symbols to represent geometric situations. SWBAT understand and use equivalent expressions. SWBAT describe underlying structures in algebraic expressions.

Big Idea: Don't count! Students find different approaches for counting tiles around a garden and then write rules that represent their methods.

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6 teachers like this lesson
Math, algebraic expression, Algebra, Graphing (Algebra), combining like terms, distributive property, Algebraic expressions, equation
  60 minutes
garden image
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