Reflection: Developing a Conceptual Understanding Interpreting Algebraic Expressions Day 2 - Section 5: Homework


I realized after looking at the post-assessments that many students are still struggling from one major misconception.  They are not connecting that (x + 3)2 = x2 + 6x + 9.  Student Work 2Student Work 3, Student Work 4, and Student Work 5 are all representative of many of the responses that I received.   I am going to have to address this again.  I will probably focus on the area model as this helps students visualize the differences between (x + 3)= x2 + 9.  

Fortunately, I did receive some well explained correct responses.  Student Work 6 shows the most common correct response which explained algebraically how they are not correct.  My favorite response, Student Work 1, shows using numbers how they differ.  

  Developing a Conceptual Understanding: Uh oh...
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Interpreting Algebraic Expressions Day 2

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

Objective: Students will be able to translate between words, symbols, tables, and area representations of algebraic expressions.

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
Math, Expressions (Algebra), Algebra, modeling, Algebra 2, master teacher project, Algebra 1
  50 minutes
image interpreting algebraic expressions
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