tag:blogger.com,1999:blog-1091979517567705761.post8926487142255484858..comments2017-02-27T09:07:59.682-06:00Comments on Math = Love: Combining Like Terms and the Distributive Property Interactive Notebook PagesSarah Carterhttps://plus.google.com/105959040057915999803noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-1091979517567705761.post-46630153455630531012016-12-07T15:59:17.196-06:002016-12-07T15:59:17.196-06:00Thank you for sharing! I'll be using this for...Thank you for sharing! I'll be using this for an extra intervention period/activity with my 8th graders :)Jasmine Johnsonhttp://www.blogger.com/profile/05889904666930613346noreply@blogger.comtag:blogger.com,1999:blog-1091979517567705761.post-70150486015051691772016-11-25T16:25:50.172-06:002016-11-25T16:25:50.172-06:00You're welcome, Jennifer!You're welcome, Jennifer!Sarah Carterhttp://www.blogger.com/profile/11839095945000612533noreply@blogger.comtag:blogger.com,1999:blog-1091979517567705761.post-40283529899970731332016-11-22T23:05:16.464-06:002016-11-22T23:05:16.464-06:00Thank you! I really appreciate you sharing your wo...Thank you! I really appreciate you sharing your work with us!Jennifer Diguehttp://www.blogger.com/profile/17014924327024065497noreply@blogger.comtag:blogger.com,1999:blog-1091979517567705761.post-68226099776659055562016-10-17T10:05:27.809-05:002016-10-17T10:05:27.809-05:00Thank you so much for this. I think it will be a g...Thank you so much for this. I think it will be a great way for them to organize it and understand it as well!Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-1091979517567705761.post-89897428037112269422016-09-14T20:42:36.990-05:002016-09-14T20:42:36.990-05:00Hello Sarah! I'm a college student studying to...Hello Sarah! I'm a college student studying to be a Middle School or High School Math Teacher. One of my Math Education teachers encouraged us to start following Math Blogs to gain knowledge and insight for our future classrooms. I stumbled upon your blog for an assignment last semester, so I've decided to return to it to better prepare myself as a future educator.<br /><br />I really like how the first day of the lesson really gave students the power to group the terms however they would like to do so. Not only that, but you have examples for one, two, and three-variable expressions. Having students construct their own expression makes it seem fun and easier when it comes time to distribute and combine like terms.<br /><br />The foldable is a nice way to tie things together, the grouping and the distributive property. Drawing the arrows from the number that gets distributed is a nice visual representation, as well as having each column of the table be one step in the simplification process. It's very easy to follow and gives students structure to build off. My one comment/suggestion would be to maybe incorporate a variable somewhere on the outside of the foldable. A student who is used to A,B, and C being numbers may get confused when they see the variable and not distribute it otherwise.<br /><br />Overall, I think this is a fun way to combine the distributive property with like terms while still adding valuable content to the interactive math notebook.Nina Tandlehttp://www.blogger.com/profile/01666191375520774751noreply@blogger.comtag:blogger.com,1999:blog-1091979517567705761.post-62533725853389209802016-09-13T09:37:56.666-05:002016-09-13T09:37:56.666-05:00Love this! I'm using the distribute worksheet ...Love this! I'm using the distribute worksheet today. Small mistake on the last row? Should it be -2x2 + 7x - 2?Unknownhttp://www.blogger.com/profile/00197151380579567662noreply@blogger.comtag:blogger.com,1999:blog-1091979517567705761.post-14320257537973172822016-09-11T09:49:13.218-05:002016-09-11T09:49:13.218-05:00Idea...what if you had a student pick a value for ...Idea...what if you had a student pick a value for x and plug it into the first expression and the last? and HOLY COW they're equal! then have a student pick another value and HOLY COW they're equal! I'm not sure that I ever really focused on the fact that when we simplify, these things are still the equivalent for any value of x. Like I would focus on the "how" but not the "what we're actually accomplishing"<br /><br />Then when you get to equations, start with an equation that has a weird answer like 147. Again ask students to pick values of x (and hope they don't pick 147). Oh, wait, these sides aren't equal! It ONLY works for this one special value of x (147). Or maybe have the answer be a smaller number that they might try (3?) so it would work if they chose that, but not for others? <br /><br />I'm kind of thinking out loud here but if I had to teach Alg I again I would really want to focus on the fact that expressions are true for any x; equations are true for a limited number of x, and functions are true for a limited-but-infinite (whoa...mind blown!) set of x and y values that we can display as a graph.<br /><br />Also one of teachers at school has the Ss draw a vertical "river" below the equation sign and you only change if you cross the river. I think the vertical line visual is very useful when they're just starting out, otherwise I get students try to simplify 2 + 3x + 5 by subtracting the 2 from the 2 and the 5!Meg Craighttp://megcraig.orgnoreply@blogger.comtag:blogger.com,1999:blog-1091979517567705761.post-33255820957476594772016-09-10T22:10:21.448-05:002016-09-10T22:10:21.448-05:00Thank you so much for blogging about this! I saw y...Thank you so much for blogging about this! I saw your Twitter post and had my fingers (and toes!) crossed that you'd share your files. As always, LOVE the awesome things you come up with and LOVE that you share!Jen Whttp://www.blogger.com/profile/16433430534396296845noreply@blogger.com