Course Guide - USAID Teacher Education Project

But yesterday you said x equals 2.c) Have students quickly create a table of values for the linear function 2x + 3beginning with x = 0 and ending with x =5. Ask students how they would use theirtable to evaluate the expression when x = 2. Did their answer reflect the y-value forwhen x was 2?Ask students how they learned to evaluate expressions and solve equations when theywere in middle and secondary school. How is this table-of-values method differentfrom the method of "substituting" 2 for x in the expression 2x + 3?d) Have students think about what they learned about equivalence in the Numbersand Operations unit. How does the "balance" model help them understand algebraicequations across the equal sign? How can they use what they've learned aboutproperties, order of operations, and equivalence to "isolate x" and find the unknown?e) End the session by having students respond to this prompt for their reflection, thenhave a whole class discussion about their thoughts.ooWhat mathematical or pedagogical ideas from the Algebra strand stand out asI think about my future students, whether kindergartners or youngsters takinga pre-algebra course?What steps would I take to prepare my students to be algebraic thinkers readyfor their future algebra courses?5. Assignments (to be determined by the instructor)Faculty NotesUnit 3 GeometryWeek 1: Pre-assessment, Polygons, Similarity, Benchmark AnglesWeeklong Overview:Session 1: Unit Pre-assessmentSession 2: Characteristics of Polygons, Regular and Irregular Polygons, ClassifyingPolygons, Hierarchy for PolygonsSession 3: Introduction to Similarity, Benchmark Angles