Reflection: Student Led Inquiry Reducing Fields - Section 3: Extension


A really interesting thing happened during this lesson. Students always bring up things I didn't expect and this case was no different. The idea of fairness that sparked the creation of this section came from a student. It hadn't even ocurred to me that certain ways of reducing the two fields were more and less fair than others.

As I was circulating during the exploration section one of the groups was having a heated discussion. When I went over fearing they were fighting over somthing unrelated to class I realized they were arguing about which was the best way to reduce the two fields. The group had come up with several different ways, but one student was adamant that his was the best solution. I found that my intervention was not needed as one boy was feverishly calculating percentages as evidence to convince the others.

Using more open ended problems makes more space for students thinking. Its their ideas and questions that can illuminate potential avenues for further investigation or for making connections to related math.

  Student ideas can make the lesson better
  Student Led Inquiry: Student ideas can make the lesson better
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Reducing Fields

Unit 3: Equivalent Expressions
Lesson 18 of 23

Objective: SWBAT use the distributive property and an area model to factor variable expressions.

Big Idea: Students will work to solve a problem using distributive property in a real world context.

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Math, Expressions (Algebra), distributive property with variables, perseverence, real world, extension, variable expressions, generalizing
  54 minutes
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