## Reflection: Student Self-Assessment Border Tiles: Seeing Structure in Algebraic Expressions - Section 4: Closing

I got some interesting responses.  Here are some reflections:

• "Not being able to count them was challenging because then I actually had to sit down and step by step do the problem."
• "Not taking the simplest answer to the problem, and having to do it differently."
• "I found it hard because you had to just use equations to get the answer."
• "The thing that made it most challenging is that I couldn't count the blocks and I didn't know any other way to find the answer."

These reflections remind me about how different this task is.  We are asking students to take a fairly simple situation and go about finding an answer in a different, and possibly counterintuitive way. I really like the richness of this problem. It was accessible to all students but there was plenty of challenge built in.

What was challenging about not counting?
Student Self-Assessment: What was challenging about not counting?

# Border Tiles: Seeing Structure in Algebraic Expressions

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

## 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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Standards:
Subject(s):
Math, algebraic expression, Algebra, Graphing (Algebra), combining like terms, distributive property, Algebraic expressions, equation
60 minutes

### Amanda Hathaway

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