Reflection: Intervention and Extension Puzzle it Out - Section 2: Put it into Action


In looking back over this lesson I can say that it was one that really brought home the need for individual instructional time.  My students come in with very different skill sets and content knowledge so I do a lot of differentiation and individual instruction within the classroom, but sometimes a student needs more.  Even after all the practice it became clear that one student really needed extra help with basic algebraic manipulations so I "invited" her to be my guest for lunch and worked with her during that time. 

These one-on-one lunch meetings give me a chance to work with a struggling student in a positive atmosphere and the lunch invitation makes it a privilege rather than a punishment.  I don't invite students who haven't been putting in effort during class and I sometimes invite more than one student if they have similar difficulties.  I've also made it a practice to invite "top" students occasionally - during these lunches I discuss enrichment or challenge their depth of understanding.  Finally, I generally don't "invite" any student more than once per quarter, but they are welcome to come in before or after school or to ask if they can come in during lunch for extra help.

  One-on-one time
  Intervention and Extension: One-on-one time
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Puzzle it Out

Unit 3: Algebraic Structure
Lesson 2 of 11

Objective: SWBAT identify components of complicated polynomial expressions. SWBAT interpret components of complicated polynomial expressions.

Big Idea: If your students like puzzles, they'll like this lesson that has them combining and recombining polynomial components like puzzle pieces.

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10 teachers like this lesson
Math, algebraic expression, Algebra, Expressions (Algebra), algebraic methods, Algebra II, master teacher project, 11th Grade
  55 minutes
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