## Reflection: Grappling with Complexity The Story of 1 (Part 1) - Section 1: Warm up

My goal is for as many of the mathematical big ideas to come from my students as possible. This is really complicated for them and I haven't asked my 7th graders to do problems like this in the past. But, I have learned not to assume that I know what they are and are not capable of. In this lesson I just kept asking them:

• "some groups got the 5 candies each and some didn't. How can the math help us figure out which ones did and which didn't?"
• "why do you think these groups did and these didn't?"
• "what is it about these terms that makes you think that?"
• "what could we look for in the terms that might tell us?"
• "how might we know that a certain group got candy?"

I don't expect every kid to know exactly what to look for right away, but my goal is just that I am not the one sharing the ideas. If one member of the math family group sees it I encourage him/her to share his discovery. I may have a few of my students share with the whole class. It feels more accessible to everyone if the idea comes from one of their peers than from me.

Give them a chance to surprise you!
Grappling with Complexity: Give them a chance to surprise you!

# The Story of 1 (Part 1)

Unit 3: Equivalent Expressions
Lesson 20 of 23

## Big Idea: Students will listen and look for evidence in resource material to support or refute a claim.

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1 teacher likes this lesson
Standards:
Subject(s):
Math, Differentiation, factoring polynomial expressions, Expressions (Algebra), movie, distributive property with variables, evidence
54 minutes

### Erica Burnison

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