## Questions and Prompts for Common Misconceptions - Section 3: Interpreting Algebraic Expressions Pre-Assessment

*Questions and Prompts for Common Misconceptions*

# Crossing the Snake River

Lesson 2 of 15

## Objective: Students will be able to communicate and experiment in an effort to solve a critical thinking problem.

*51 minutes*

Today I introduce both warm ups and partners. As students walk into the classroom, I hand them a warm up to complete. Once it seems like most of the students are finishing up, I have them pause so I can discuss my partner policy. Right now, they are placed into partners alphabetically. Each unit (or as needed), I switch the partners. I have included a **student grouping **video about my grouping philosophy. As I have been shifting to the Common Core, particularly emphasizing the Math Practices, I decided to use this partner formation to assist me in getting students talking about math.

The short video explains how I use the beginning portion of my classroom routine to give students an opportunity to work on **Math Practice 3.** The students each receive a copy of the Warm Up Rubric and practice critiquing each other's warm up based on that rubric*. Please watch the short video describing today's warm up.

For the first week of each new partnership, I present a question that partners need to answer to each other. This will help them get comfortable talking to each other since they will be doing that a lot.

Today's question is: Tell your partner about the most interesting thing you did over summer break.

*NOTE: the rubric is one I use throughout the year so I want students to become familiar with it. For these first days' questions there is no "work" to be shown.

*expand content*

I spread out my class expectations over several days since for students it can be pretty mind numbing when done all at once and some aspects of the expectations are easier for students to understand in context of when they come up. For example, I will discuss my quiz policy at the time they take their first quiz. For this first day I will give students the course syllabus to frame the year we will spend together. I also give them a letter home to parents requesting that the syllabus be signed and returned for a grade. Opening the lines of communication with parents give my students an additional checkpoint to help them keep on top of their work in my class. I expect students to keep their syllabus in their folder the entire year.

Today, we are also going to discuss my class expectations, materials, electronics policy, and food/drink policy. Please see my Algebra 2 Syllabus for more information.

*expand content*

The lesson launch is a Pre-Assessment for my lesson on **interpreting algebraic expressions **from the Math Assessment Project (MAP)*.

The students spend 10 minutes working on the pre-assessment. The MAP includes a beautiful scaffolding questions to ask students based on the mistakes from the pre-assessment. This pre-assessment is handed back to the students on the final day of the activity.

*external resource link: **Math Assessment Project **(MAP)

*expand content*

#### Crossing the Snake River

*20 min*

The remainder of the day is spent on a critical thinking/partnering activity. The goal of this activity is to build a classroom culture of striving and communicating about your thinking. Each pair will receive a copy of the Activity as well as a Manipulatives baggy filled with a "boat" and 5 different colored pairs of man/dog pictures.

This activity highlights **Math Practice 1** and **Math Practice 3**. I introduce this problem by reading it out loud and clarifying any questions, particularly ensuring that they understand that dogs CANNOT be near another person without their owner. This includes being on the same side of the shore while the person is in the boat and the stranger dog is on the shore.

As the students work on the problem in pairs, I walk around listening to the communication that takes place. This is the time I start building the expectation that I am not going to hand them the answer. I ask them to explain their thinking and guide them to discover their own issues. I am a firm believer in lots of positive feedback. Particularly in the beginning of the year, this helps to build student confidence in their own abilities.

The solution is located here. The answer from Mrs. T is the correct solution. My problem is based on a problem from the text Problem Solving Strategies: Crossing the River with Dogs.

*expand content*

#### Exit Ticket

*2 min*

My goal for these beginning of the year exit tickets is to get students thinking about their big picture goals for the year. Today they are to answer: "Why are you taking Algebra 2?"

*expand content*

#### Homework

*1 min*

The homework assignment is to write a paragraph describing their process and as far as they got on their solution for the Crossing the Snake River problem (**Math Practice 3**). It is important for the students to understand that although they may work together as partners, they are personally responsible for all learning that takes place.

*expand content*

I really like the Crossing the Snake River Activity! Â The level of collaboration on the first day is helpful in creating a classroom culture.

| 3 years ago | Reply

- UNIT 1: Modeling with Expressions and Equations
- UNIT 2: Modeling with Functions
- UNIT 3: Polynomials
- UNIT 4: Complex Numbers and Quadratic Equations
- UNIT 5: Radical Functions and Equations
- UNIT 6: Polynomial Functions
- UNIT 7: Rational Functions
- UNIT 8: Exponential and Logarithmic Functions
- UNIT 9: Trigonometric Functions
- UNIT 10: Modeling Data with Statistics and Probability
- UNIT 11: Semester 1 Review
- UNIT 12: Semester 2 Review

- LESSON 1: Turn Your Words Into Money
- LESSON 2: Crossing the Snake River
- LESSON 3: Interpreting Algebraic Expressions Day 1
- LESSON 4: Interpreting Algebraic Expressions Day 2
- LESSON 5: Mind Reading with Algebra
- LESSON 6: Selling Cake Pops Day 1 of 5
- LESSON 7: Selling Cake Pops Day 2 of 5
- LESSON 8: Selling Cake Pops Day 3 of 5
- LESSON 9: Selling Cake Pops Day 4 of 5
- LESSON 10: Selling Cake Pops Day 5 of 5
- LESSON 11: Representing Inequalities
- LESSON 12: Modeling Compound Inequalities
- LESSON 13: Modeling Expressions and Equations Review Day 1
- LESSON 14: Modeling Expressions and Equations Review Day 2
- LESSON 15: Modeling Expressions and Equations Test