Reflection: Rigor A More Complicated Border: Day 1 of 2 - Section 4: Closing


What about an even sized square? If I have time in class today I ask students if their method will work on an even sided square.  I encourage students to start by looking at a 6 x 6 square and seeing how they would shade the border tiles.  We have a discussion about how the math will work with a 6 x 6 square (their algebraic expressions will still hold), but the design of the cafeteria floor doesn't really hold.  We talk about what this means and if the math problem should have been written this way.  Ultimately, I ask them if it's fair to students to include an even by even sided square in this problem? There is no real "right" answer to this question, and I let students weigh in with their own opinions.  This year, students reported that the even by even square only really serves to confuse students.  We talked about how we could restrict the problem by looking at it as a function and determining that the domain of the square should be to have odd sides.

  Critiquing the math problem
  Rigor: Critiquing the math problem
Loading resource...

A More Complicated Border: Day 1 of 2

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

Objective: SWBAT generate algebraic expressions that represent different ways of quantifying the checkerboard border.

Big Idea: Even more shaded tiles? Students look at more complex checkerboard border and write algebraic expressions for a general checkerboard.

  Print Lesson
Add this lesson to your favorites
Similar Lessons
The Cell Phone Problem, Day 1
Algebra II » Rational Functions
Big Idea: Real world modeling of rational functions. Cell phone signal strength, can you hear me now?
Fort Collins, CO
Environment: Suburban
Jacob Nazeck
Graphing Linear Functions in Standard Form (Day 1 of 2)
Algebra I » Graphing Linear Functions
Big Idea: Students will analyze the importance of intercepts in linear function, and use them to graph lines that are in an unfamiliar format.
Washington, DC
Environment: Urban
Noelani Davis
Cat Island (Day 1 of 2): Cats can’t add but they do multiply!
12th Grade Math » Exponential Functions and Equations
Big Idea: Looking at the life cycle of cats, students use exponential models to see how quickly populations can grow in the real world.
Phoenix, AZ
Environment: Urban
Tiffany Dawdy
Something went wrong. See details for more info
Nothing to upload