Reflection: Discourse and Questioning Puzzle it Out - Section 3: Wrap it Up


Although this lesson extended into a second day, the discussion and debate made it worth it to me.  Each student corrected someone else's paper, then got to review and discuss corrections to his/her own paper.  One student was determined to show that her rewrite was correct and even went so far as to ask to post it on the board (I agreed) so that the whole class could see that she was right.  The really nice piece was having another student finally convince her that her answer was incorrect and show her why.  While she might have stopped trying to convince me, I'm not sure that she would have accepted the reasoning nearly as well as she did from a peer.

  Discourse and Questioning: Student defense of work
Loading resource...

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.

  Print Lesson
11 teachers like this lesson
Math, algebraic expression, Algebra, Expressions (Algebra), algebraic methods, Algebra II, master teacher project, 11th Grade
  55 minutes
new lesson image teacher and student
Similar Lessons
Applications of Power Functions
Algebra II » Cubic Functions
Big Idea: The relationships between quantities in the real-world may be modeled mathematically with power functions.
Fort Collins, CO
Environment: Suburban
Jacob Nazeck
The Language of Algebra
Algebra I » Linear Equations
Big Idea: What is the language of Algebra? How does the language of Algebra tell us what is happening in a problem?
Washington, DC
Environment: Urban
Noelani Davis
SUPPLEMENT: Linear Programming Application Day 1 of 2
Algebra I » Systems of Equations and Inequalities
Big Idea: This lesson gives students the opportunity to synthesize what they have learned before they begin to create their own linear programming problems.
Boston, MA
Environment: Urban
Amanda Hathaway
Something went wrong. See details for more info
Nothing to upload