Reflection: Intervention and Extension A More Complicated Border: Day 2 of 2 - Section 3: Discussion


One way to extend the challenge of this task is to have students share out how they see the pattern without their algebraic expression included. Then have another student, or students, try to write an algebraic expression based on what they heard their classmate say. This requires the other students to really understand the first student's method AND requires them to translate that understanding into algebra.  I am really trying to work on building on each other's reasoning in my class and getting students to understand each other's thinking and I think this switch would be a powerful one in the right class.

  Switching it up: students write expressions for each other's understandings
  Intervention and Extension: Switching it up: students write expressions for each other's understandings
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A More Complicated Border: Day 2 of 2

Unit 2: Multiple Representations: Situations, Tables, Graphs, and Equations
Lesson 3 of 17

Objective: SWBAT generate equivalent algebraic expressions that represent different ways of quantifying the checkerboard border.

Big Idea: Does that pattern always work? Students look at more complex checkerboard border and write algebraic expressions for a general checkerboard.

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