Reflection: Shared Expectations Who's Right? - Section 2: Warmup


Today's Warm Up poses a different kind of problem than my students have become accustomed to. Some of them get really nervous when they are not given precise instructions that lead to a single numerical answer. In this task I am asking them to critique another person's argument and explain their reasoning (MP3). In this case the "others" are hypothetical.

My students are not used to analyzing constraints and conditions, so making time for them to make sense of the problem is critical. I had a lot of raised hands on this one, raised hands over eyes asking for help. In some cases, my students wanted me to tell them what to do. Of course it was hard not to jump in and tell them what to do. But, I really wanted (needed) them to practice thinking about another students ideas and trying to make sense of it. The lesson is called "Who's Right?" after all.

As they worked on the Warm Up I kept asking them where they saw the "x" (or numbers, terms) in the table, the diagram, the warm up task: "where do we see the x in the table (task, diagram)? what does it represent?" I also asked "what did we do with it to find the total area? Did you do what Jaydon did or what Yazmin did or something else?"

  Shared Expectations: Adjusting to a different kind of question
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Who's Right?

Unit 3: Equivalent Expressions
Lesson 6 of 23

Objective: SWBAT distinguish between unlike and like variable terms and combine like variable terms.

Big Idea: Students will learn that variable terms with different characteristics represent different values and can not be combined.

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1 teacher likes this lesson
Math, Expressions (Algebra), distributive property, algebra tiles
  65 minutes
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