Here are three different students’ steps to solve rational equations. Really great discussion sharing their different steps to the class. What is similar, what can be changed?

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Look at the productive buzz that happens when students want to do well on something, and then get help and support from their peers exactly when they need it. The key is posted in the back of the classroom with colored pens so that they can tell the difference between what they actually know and what they just learned after seeing the key.

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Ask if there are any questions that they have. Try to answer the question: How many pieces of toast.

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Also this desmos activity worked nicely for students as a connection between the roots of a polynomial to the factors to the multiplicities of the factors.

]]>I also love their surprise when they hear that mathematicians (professors) are actually paid to do this kind of math. Hilarious to hear their first impression with words from their parents mouths “This is a great use of tax dollars”.

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