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Notes to teachers(1): On each slide, you will see a ‘student’s work’ and the ‘text book answer’. Students should ask themselves: “How likely is it that the student is on track to get the right answer?” We are not interested in special cases. We are not interested what the precise wording of the original question may have been. We are interested in equivalent expressions. While the ‘student’ does not have exactly the same mathematical expression as that presented in the ‘text book’, is their expression at least equivalent? It may not be in ‘simplest form’ but is it at least logically correct? We are interested in whether students can identify those cases where no amount of further rearrangement or simplification could result in identical expressions.

Notes to teachers(1):

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Notes to teachers(1):. On each slide, you will see a ‘student’s work’ and the ‘text book answer’. Students should ask themselves: “How likely is it that the student is on track to get the right answer?” We are not interested in special cases. - PowerPoint PPT Presentation

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Page 1: Notes to teachers(1):

Notes to teachers(1):• On each slide, you will see a ‘student’s work’ and the ‘text book

answer’. Students should ask themselves: “How likely is it that the student is on track to get the right answer?”

• We are not interested in special cases.• We are not interested what the precise wording of the original question

may have been.• We are interested in equivalent expressions.• While the ‘student’ does not have exactly the same mathematical

expression as that presented in the ‘text book’, is their expression at least equivalent? It may not be in ‘simplest form’ but is it at least logically correct?

• We are interested in whether students can identify those cases where no amount of further rearrangement or simplification could result in identical expressions.

Page 2: Notes to teachers(1):

Notes to teachers (2):• Make sure each student has an answer sheet and pen or pencil.• Use the next 3 slides to explain the concept of the test to your students and get

them ready to do the practice questions. Click the mouse or press the right arrow key after each of these introductory slides.

• When you get to the ‘Practice Questions’ slide stress to students that– each question is shown for a only a few seconds – they should make a quick judgment and circle their response on the answer

sheet • Click the mouse or press the right arrow key to start the Practice Questions and

allow the slide show to proceed automatically until it stops at the ‘Get Ready to Begin’ slide

• When ready, click the mouse or press the right arrow key to start the Quiz and allow the slide show to proceed automatically until a ‘Short Break’ slide.

• You control the length of each ‘Short Break’. • When ready, click the mouse or press the right arrow key to move on to the

next set of automatic slides.

Page 3: Notes to teachers(1):

Algebraic Expectation Quiz

Middle Secondary Years

Page 4: Notes to teachers(1):

For each question in the Quiz you will see a student’s answer and the text book answer. Ask yourself

‘How likely do you think it is that the student’s answer is right?’

Example:

Student Text

3+2x 2x+3

Definitely Probably No idea Probably Definitelywrong wrong right right

This helps you see when

the slide changes

Page 5: Notes to teachers(1):

Student Text

(x+x)2 x2

Definitely Probably No idea Probably Definitelywrong wrong right right

Example

Page 6: Notes to teachers(1):

Practice Questions

• There are 3 practice questions.• You will see each question for only a few seconds. • Make a quick judgment about the student’s answer

Definitely Probably No idea Probably Definitely wrong wrong right right

• Circle your response on the answer sheet.

Page 7: Notes to teachers(1):

P1. Student Textbook

5x 5 x

Page 8: Notes to teachers(1):

P2. Student Textbook

yx 2 xy2

Page 9: Notes to teachers(1):

P3. Student Textbook

wl 22 )(2 wl

Page 10: Notes to teachers(1):

Get Ready to Begin!Algebraic Expectation Quiz

Page 11: Notes to teachers(1):

1. Student Textbook

x

x6

12 x2

Page 12: Notes to teachers(1):

xx

612 2

2. Student Textbook

Page 13: Notes to teachers(1):

3. Student Textbook

m5 5m

Page 14: Notes to teachers(1):

y1

31

y32

4. Student Textbook

Page 15: Notes to teachers(1):

5. Student Textbook

(a + p ) q q

pa

Page 16: Notes to teachers(1):

6. Student Textbook

tp

ts

tps

Page 17: Notes to teachers(1):

7. Student Textbook

gfgf 32 gf 25

Page 18: Notes to teachers(1):

8. Student Textbook

44 b

41 b

Page 19: Notes to teachers(1):

9. Student Textbook

2246 )ba( ba 26

Page 20: Notes to teachers(1):

A Short Break !

Page 21: Notes to teachers(1):

10. Student Textbook

yx 322

3

yx

Page 22: Notes to teachers(1):

11. Student Textbook

62 y 32 y

Page 23: Notes to teachers(1):

12. Student Textbook

a(a+1) 1+a2

Page 24: Notes to teachers(1):

13. Student Textbook

2s + 3 2t + 3

Page 25: Notes to teachers(1):

14. Student Textbook

2 3xx 5

Page 26: Notes to teachers(1):

15. Student Textbook

1 (2 5 )3

x y2 5

3x y

Page 27: Notes to teachers(1):

16. Student Textbook

cbxax 2 cxbxa

Page 28: Notes to teachers(1):

17. Student Textbook

2( )x 2x

Page 29: Notes to teachers(1):

A Short Break !

Page 30: Notes to teachers(1):

18. Student Textbook

a (b c) a b+ c

Page 31: Notes to teachers(1):

19. Student Textbook

(b+a)2 a2 + b2 +2ab

Page 32: Notes to teachers(1):

20. Student Textbook

( )j km

j km

Page 33: Notes to teachers(1):

21. Student Textbook

1x y

3( 1)x when

3( 2)y

Page 34: Notes to teachers(1):

22. Student Textbook

2 3( 1)n n 5 2n n

Page 35: Notes to teachers(1):

23. Student Textbook

( 2)( 1)x x 2 3x

Page 36: Notes to teachers(1):

24. Student Textbook

2 6x ( 2)( 3)x x

Page 37: Notes to teachers(1):

25. Student Textbook

p q ( )p q

Page 38: Notes to teachers(1):

Now a well earned rest!

Thank you!