Reflection: Intervention and Extension Interpreting Algebraic Expressions Day 2 - Section 3: Interpreting Algebraic Expressions Class Discussion


I really liked this activity.  It pulled out some of the misconceptions my Students face.  During the discussion where each group shared their challenges (Math Practice 3), one common theme became evident, distribution.  So many students wanted to make (x+6)2 equivalent to x2 + 62.  There were groups where I questioned them about the area model which proved this statement to be false.  The area models were by far the most power piece of this lesson.  

 I found that the introduction on the first day is crucial to the success of the lesson.   My students also needed to see a basic sample of the area model as this initially stumped them.   To improve the flow of the matching activity, I think I will insist that each expression must match a statement, chart, and area model.  I think this will improve the quality of their work time together.  We didn’t get to the charts due to time.  Next year, I will probably add some time to ensure that we get there.  This is a lesson that I think will only improve the more I teach it.

If I were to cut this down into a shorted or differentiated activity, I would focus on the expressions (x+6)2,  x2 +12x + 36, and to x2 + 62. These, with their area models, could be used to increase student understanding of distribution.  I would include maybe two or three more, like 2(n+6) and 2n+12, and do the matching activity with just these.  This would shorten the time and would be less overwhelming to some students.  

  Intervention and Extension: What Challenged My Students
Loading resource...

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.

  Print Lesson
3 teachers like this lesson
Math, Expressions (Algebra), Algebra, modeling, Algebra 2, master teacher project, Algebra 1
  50 minutes
image interpreting algebraic expressions
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
Polynomial Function Workshop
12th Grade Math » Polynomial and Rational Functions
Big Idea: Take a breather and summarize the important concepts involving polynomial functions.
Troy, MI
Environment: Suburban
Tim  Marley
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
Something went wrong. See details for more info
Nothing to upload