Reflection: Staircase of Complexity Rabbit Run -- Day 2 of 2 - Section 2: Silent Lesson


The Rabbit Run Smartboard.pdf shows how the silent lesson unfolded in today's class. What was really cool about the way it went today, is that the student who came to the board to write the width in terms of the length was able to write the step: 72 - 2L = 2W.  I often find that students have trouble with the 2W instead of just W and sometimes we talk about how we divide the whole left side of the equation by 2 because that was one of the steps they kept repeating when they try to problem with actual numbers.  It was interesting to talk about instead as being the amount of fencing that is left over that makes up both widths, hence the 2W.  Today, I found students to be excited by the idea that they could find the area of their run by using the formula L(36 - L). We tried it a few times with different numbers and I think playing around with those numbers helps them to see how it works. One student even thought to generalize to any perimeter and we were able to write an expression that included "p" for a fixed perimeter.  It was exciting to see students thinking about generalizing beyond the context of this problem.

  Staircase of Complexity: Reflecting on the Silent Lesson
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Rabbit Run -- Day 2 of 2

Unit 4: Quadratics!
Lesson 3 of 18

Objective: SWBAT use a quadratic expression in one variable to find the area for different dimensions of a rectangle and generalize their work to a formula.

Big Idea: Students look for and express regularity in repeated reasoning (MP8) as they generalize a formula.

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