##
* *Reflection: Accountability
Multiply and Divide Monomials-Jigsaw Day 2 of 2 - Section 2: Cooperative Practice

Unfortunately, this portion of the lesson did not have the impact that I was hoping for. Despite my best effort to put students into groups in the first day that would give them work at their level, many students lacked the background knowledge to teach the concept to their peers. Almost all of the students gave the activity an honest effort and presented the material they had prepared. That said, some of the presentations were at a very basic level and did not challenge other members of the group. In future lessons, I may have to make the task less "open ended" for some of my struggling students and provide them with a template of questions that they should learn themselves. This way, there is some uniformity and I can ensure that the necessary rigor is present.

*The Presentations*

*Accountability: The Presentations*

# Multiply and Divide Monomials-Jigsaw Day 2 of 2

Lesson 6 of 18

## Objective: SWBAT multiply a polynomial expression by a monomial expression. SWBAT divide a polynomial expression by a monomial expression.

## Big Idea: A jigsaw activity helps students to learn about multiplying and dividing polynomials through cooperation and sharing.

*40 minutes*

#### Planning

*10 min*

Students will get back into their expert groups to plan their mini-lesson (MP1). Students can work together to choose or make examples to show during their presentation. They can also take time to rehearse the presentation within their expert group (MP3). Encourage students to choose several examples to show their classmates so that they can see a range of different types of questions.

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#### Cooperative Practice

*15 min*

Students should be assigned to a new group of four students. There should be one student from each of the four expert groups. Students will have about 4 minutes each to "teach" their concept to the rest of the group (MP3). The other students who are learning the concept should have paper or a mini-whiteboard to write on. The student who is presenting should also have a whiteboard to write on so that they can show their examples to the other members of the group. Encourage the students in each group to ask questions if they are not understanding what the presenter is saying.

Ideally, the two presentations dealing with monomials should go first and the two presentations dealing with polynomials second. This way students can see how the concept is developed and extended (MP2). While students are making their presentations, move around the room to listen to how various students are explaining the concepts. Keep in mind students who make very thorough presentations as they could serve as tutors in future lessons.

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#### Practice

*10 min*

Once the four presentations are complete, students will have an opportunity to check their understanding by completing the monomials_practice. The questions on this practice are grouped so that students can make a connection between the group of 3 questions and the other 3 presentations that they heard. If time permits, you could give the answers and have students grade their own papers to assess their understanding of the content.

While students are working, encourage them to ask questions of their group. Chances are, students will be very prepared to answer 3 of the questions and may still feel slightly confused about others. As these questions emerge the expert on that particular section can step in and help. Remind students that they should be guiding and not telling their classmates how to solve the exercises. They need to be helping the other members of their group to find the answer by asking good questions.

#### Resources

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#### Closure

*5 min*

Students should take the last part of class to fill out the feedback form for the other three members of their group (MP3). Students should give themselves a score on their own topic as well. Students need to be told that the scores on the feedback forms will be kept private so they should grade honestly. When filling out the form, take into account how difficult the practice was that they just completed. If they had many questions in a particular section then that may be a reflection of how that section was taught.

Encourage students to write down meaningful comments that will help their classmate improve. These comments may be compiled and given to each student if deemed appropriate.

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- LESSON 1: Adding and Subtracting Monomials
- LESSON 2: Adding and Subtracting Polynomials
- LESSON 3: More with Adding and Subtracting Polynomials
- LESSON 4: Polynomial Puzzles 1: Adding and Subtracting Polynomials
- LESSON 5: Multiply and Divide Monomials-Jigsaw day 1 of 2
- LESSON 6: Multiply and Divide Monomials-Jigsaw Day 2 of 2
- LESSON 7: Multiplying Higher Degree Polynomials
- LESSON 8: Multiplying Polynomials Investigation
- LESSON 9: Polynomial Vocabulary
- LESSON 10: Polynomial Puzzles 2: Distributive Property
- LESSON 11: Factoring Using a Common Factor
- LESSON 12: What if There is No Common Factor?
- LESSON 13: Factoring Trinomials
- LESSON 14: More with Factoring Trinomials
- LESSON 15: Polynomial Puzzles 3: Multiplying and Factoring Polynomials
- LESSON 16: Seeing Structure in Factoring the Difference of Squares
- LESSON 17: Factoring Completely
- LESSON 18: More with Factoring Completely