Course Guide - USAID Teacher Education Project

Ask if they saw "first differences" in their table. How did that contribute to how theyenvisioned the graph?c) If no one has suggested it, ask about the following expression:• (s + 2) 2 squared - s 2Is it equivalent to the ones above? (It is.) Moreover, how can a quadratic expressioninvolving two square numbers result in a linear solution?d) Ask students to think decoratively. What would some of the above patterns looklike if a designer used more than one colour tile for the border? Ask how thefollowing expressions (tile designs) would look in colour. Have students draw three 4x 4 pools plus their surrounding tiles on graph paper. Have them colour in a borderthat could show these three different border designs:• N = 4s + 4• N = 4(s + 1)• N = 2s + 2(s + 2)e) End the session by asking how this week's focus on multiple representations hasinfluenced their own algebraic thinking. How might this have changed theirassumption as to how they would introduce algebraic concepts, graphing, andmultiple representations to their future students?5. Assignments (to be determined by instructor)