Algebra Team: Overview of Teaching Styles
Common Core State Standards
Math 
Math 
Practice 
Mathematical Practice Standards 
MP1 
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 
Download Common Core State Standards (PDF 1.2 MB) 
Common Core State Standards
Math 
Math 
ASSE 
Algebra  Seeing Structure in Expressions 
3a 
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. a. Factor a quadratic expression to reveal the zeros of the function it defines. b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. c. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t â 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%. 
Download Common Core State Standards (PDF 1.2 MB) 

Lesson Idea (Common Core)Algebra Team: Overview of Teaching StylesGrades 68 / Math / FactoringMath.Practice.MP1 / Math.ASSE.3a
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Teaching PracticeAlgebra Team: Inside Ms. Warburton's ClassGrades 68 / Math / Planning
 15
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Teaching PracticeAlgebra Team: Inside Ms. Jones' ClassGrades 68 / Math / Planning
 7
 1

Teaching PracticeAlgebra Team: Strategies for Group WorkGrades 68 / Math / Planning
 15
 4

Teaching PracticeAlgebra Team: Teacher CollaborationGrade 8 / Math / Collaboration
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 5
 Lesson Objective
 See a coplanned lesson unfold in two different classes (1 of 4)
 Length
 10 min
 Questions to Consider
 How has the two teachers collaboration impacted their algebra program?
 How does the warmup prepare students for the lesson?
 How do students "tiger up" and learn that struggle is a good thing?
 Support Materials Below
 Transcript, worksheets and more
 Common Core Standards
 Math.Practice.MP1, Math.ASSE.3a
Teacher & School Info
 School Details
 Longfellow Arts and Technology Middle School Berkeley, CA
 Population
 417 students
 Student/Teacher Ratio
 13:1
 District Spending
 $11289
Supporting Materials

Algebra Team Factoring Homework Assignment

Worksheet for Area of a Rectangle

The Rectangle Diamond Method for Factoring Trinomials

Algebra Team Factoring Lesson Plan

Transcript for Algebra Team: Overview
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Lesson Idea (Common Core) Algebra Team: Overview of Teaching Styles
Grades 68 / Math / Factoring