HEADING

HelenHuangHobbs
Algebra171/72
MultiplyingandDividingexpressions

51minutes19October2015

OVERVIEW/RATIONALE
ThislessonistheclosingforChapter2oftheHoltAlgebra1textbook.Studentshavebeen
buildingskillinmentalmath,workingwithnegativenumbers,andbuildingfamiliaritywithCPM
algebratiles.Lastweektheyworkedontheskillofaddingandsubtractingexpressionsand
learnedhowtojustifystepsintheirmathproblemsolvingusingcommutative,associative,
identity,inverse,anddistributiveproperties.Thislessonwillfurtherreinforcetheirunderstanding
oftheseproperties,aswellashavethemworkwithalgebratiles.

Wewillalsointroducetheconceptofexponents.

ENDURINGUNDERSTANDINGS
Studentswillbeabletomanipulatevirtualalgebratilesinordertoillustratemathematical
operations.
Studentswillfurthertheirunderstandingofmultiplicationandthedistributionproperty.
Studentswillunderstandthatmultiplyingexpressionsbyoneanotherisamultistepprocess.This
understandingwillserveasafoundationtomethodsusedlaterwithmorecomplexoperations.
GOALS/OBJECTIVES
Studentswillbeabletomultiplyanddivideexpressions.
Studentswillbeabletowriteexpressionsusingalgebratiles.

STANDARDS

Listthestandardsbeingaddressed.Includewords,notsimplynumbers.

MATERIALS
CTsLaptop(withdongle)andSmartboard
GoogleSlidespresentation
LaptopCartwithenoughlaptopssuchthateachstudenthasone
WirelessaccesstostudentscanuseCPMAlgebraTiles
CT
PracticeProblemsSheet+MastersBsheetdoublesided

PROCEDURES

OPENER

Studentswillentertheclassandgetalaptopfromthelaptopcart.Theyshouldplacethelaptops
inthebasketsfortheirdesks.Studentsworkonamentalmathwarmupthatinvolvesnegative
numbersandmentalmathmultiplicationtechniques.Wewillreviewthewarmupanddiscussthe
varietyoftechniquesstudentsusedtomentallycalculatetheresultstoproblems.(15minutes)

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BODYOFTHELESSON
Usingoneoftheproblemsfromthewarmupwewilldiscusshowtomodeltheproblemsusing
CPMAlgebratiles.IwillintroducetheideaofusingasimilarAlgebratilesetuptoillustrate
divisionproblems.(10min)
Iwillaskstudentstoillustratetwoproblemsonemultiplication,onedivisionusingalgebratiles.
Theywillthencreateandillustratetheirownproblem.AstheyworkontheircomputersCTandI
willcirculate,helpingthosestudentswhoneedassistanceeitherwiththeCPMprogram,or
understandingtheconceptofmultiplyingexpressionsagainsteachother.Studentswillcompare
workwithoneanotherwhentheyaredone(20minutes).
CLOSURE
Iwilldistributeapracticeproblemsheet(doublesidedpracticeproblemsandMastersB)that
studentswillbeginworkingonMastersBisoptionalchallengehomework.Thosethatfinishthe
CPMtilespartofthelessonearlycanbeginworkingonthepracticeproblems.
Wewillregrouptogetherforadiscussioncenteredaroundthefollowingquestions:(5min)
Suggestscriptingsomequestionsforstudentshere.Startwithlowercognitivedemandfeedback
andthenincreasecomplexityforexample
Howdidyouthinkyoudid?Howdoyouknow?
Whatwouldhappenif...?
Wouldthisbecorrectif?
HowcouldIshowitinanotherway?

Extensions
Perhaps,iffeasible,givethemthetilesarrangementandaskthemtowritetheexpression

ACCOMMODATIONS

Studentswhoneedassistancewiththematerialsorwiththecomputerprogramwillreceive
attentionduringtheindependentworkportionoftheclass.Studentswhoneedtheextrachallenge
willbegiventheMastersBhomeworksheet.
ASSESSMENT/EVALUATION
Iwillknowthatstudentshavereachedmygoalsandobjectiveswhentheycompletethealgebra
tilesworkinclassandforhomework.

PERSONALREFLECTIONS/NOTES
Thelessonwentinadifferentdirectionthanplanned.TeachingonMondayhastheadded
challengeofnotbeingwiththemontheFridaypriortounderstandwheretheyareintheir
learning.IspentmuchmoretimethanIthoughttheywouldneedwiththeexampleproblem
involvingvariables.IthinkthatthereisnotasmuchcomfortwithworkingwithAlgebratilesand
Iassumedtheyhad.Iwasntabletogettothepracticeproblemsheethomeworkandinstead
assignedahomeworkwheretheydidagoogleslidespresentationandillustratedsome
multiplicationanddivisionproblemsusingAlgebraTiles.

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