Page 137 - IM_Algebra2_FL Print Sample.pdf

are prompted to explain their rationale for deciding that one option doesn’t belong and given opportunities to make their rationale more precise.
Why: Which One Doesn’t Belong fosters a need to de ne terms carefully and use words precisely (MP6) in order to compare and contrast a group of geometric gures or other mathematical representations.
Launch
Arrange students in groups of 2–4. Display the expressions for all to see. Give students 1 minute of quiet think time and then time to share their thinking with their small group. In their small groups, ask each student to share their reasoning why a particular item does not belong.
Student Task Statement
Which one doesn’t belong?
1. 2. 3. 4.
Student Response
Sample responses: A doesn’t belong because: • It is the only one with repeated addition
• It is the only expression that only has addition B doesn’t belong because:
• It is the only expression with both addition and multiplication C doesn’t belong because:
• It is the only expression with an exponent D doesn’t belong because:
• It is the only expression with repeated multiplication • It is the only expression that only has multiplication
Activity Synthesis
Ask each group to share one reason why a particular item does not belong. Record and display the responses for all to see. After each response, ask the class if they agree or disagree. Since there is no single correct answer to the question of which one does not belong, attend to students’ explanations and ensure the reasons given are correct.
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Teacher Guide Algebra