Reflection: Intervention and Extension Number Tricks - Section 4: Practice


A common mistake I observed on problem 2 was that many students identified the last step as “subtract the original number” rather than “subtract three”.  I think that many students did this since the two previous number tricks had ended with the step “subtract the original number”.  When I saw this repeatedly I stopped students and we talked about the end of the number trick together.  I wanted students to see that the difference between the step 5 picture and the step 6 picture was 3 unit blocks.

  Common Mistake on Problem 2
  Intervention and Extension: Common Mistake on Problem 2
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Number Tricks

Unit 6: Expressions, Equations, & Inequalities
Lesson 15 of 20

Objective: SWBAT: • Define and identify inverse operations • Represent number tricks using algebra tiles • Explain why number tricks work using algebra tiles

Big Idea: Why do these number tricks work? How do these tricks connect to inverse operations? Students work with algebra tiles to understand how and why these number tricks work.

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Math, Algebra, Expressions (Algebra), 6th grade, master teacher project, inverse operations
  50 minutes
unit 6 15 image
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