SWBAT generate equivalent expressions using numeric notation, words, input/output tables, and area models.

Through an engaging hands-on activity develop a sense of equivalence as an essential skill in solving equations that begin with expressions.

20 minutes

Day three of the activity should not need a framing the lesson introduction and today will be a very busy day trying to complete the lesson. Allow students the first 20 minutes of class to complete all card matches sets A, B, C, and D according to the directions on pages T-4, T-5, and T-6 of the teacher resource. Then ensure as many posters as possible are neatly glued down.

One word of advice, some groups will not finish the poster activity. Students are homogeneously grouped and naturally work at different speeds. Some groups will finish and glue to make beautiful posters (though don’t panic if again the posters are not 100% correct – learning happened during the discussion time). Other groups will finish the card match but run out of time to glue. Students like to have a finished product and if you have a system of dealing with this unfinished work then great. However, I have never heard of glue creating long-term memory. What I mean by this is, the process of creating the matches is when the learning happens, not the process of attaching paper to paper with glue. If cards are not completely glued down, students can still have a productive learning experience. Still other groups will not even complete the card match because they will struggle and take longer to make each match. The third type of group is up to your professional judgment. If you have a schedule that allows you to pull these students back to complete the activity then wonderful, pull them back. If you do not have this luxury, then it is fine to know that these students learned from the matches they did complete but they may have a smaller poster than other groups. Whatever you decide, be prepared for students to reach differing levels of “complete.”

Click here to link to lesson materials

15 minutes

Spend about 10 minutes in a whole class discussion about what was learned as outlined on page T-7 of the teacher guide. This whole class discussion will wrap up and consolidate the learning from the activity.

The teacher guide on page T-7 tells you to post the guiding questions you developed from the pre-assessment and allow students to think about them as they complete the post assessment. For my advanced students this strategy works well, however for my struggling students this strategy does not work well. I find it more beneficial for struggling students to actually discuss these questions as a whole group. I usually allow students time in groups to discuss and even make notes about each question before we discuss as a class. Again, they have been sitting through a whole class discussion already for about 10 minutes and for attention span reasons, you need to give them a task to do on their own. Allow groups 2 -3 minutes to brainstorm group answers to each guiding question before you discuss them as a whole class. The whole group time will be minimized, students will be more engaged, and you will have a greater percentage of participation in the discussion.

15 minutes

Page **T-7** outlines how to administer the post assessment located on page S-1 of the student resources (pre and post assessment are the same). Again, students are to complete this assessment individually and answer all questions to the best of their ability. Since you are instructed to give students back the pre-assessment as they complete the post assessment, I ask everyone to staple both assessments together and turn them in when the post assessment is completed. When analyzing post assessments you are looking for student growth as well as area that are still common misconceptions. Any areas of common misconception still need time and attention during following class period before the unit assessment. Sometimes, I spend the following class period in small groups and I use the post assessment to group students by misconception and I design one lesson for each misconception and students work together to complete the activity that addresses their area of need. I move between groups providing very direct feedback to move the groups forward.

I also pass back the student assessments and we discuss a few questions that were common problems for the group. Students want to know how they performed because it contributes to their ability to self-assess and take ownership of their own learning.

I have included a sample of pre and post assessment work from one of my students this past school year. You can clearly see the improvement even though perfection was not attained.