I say, "You will want to refer to this list as we work on problems." I make a list and tell students to identify this list as important. They write everything that is on the board. Many students struggle with organizing notes. Once the last two arguments are shared, I give students a list of properties to put in their notes. Does _ need to add anything to make the argument easier to understand?.
I ask other students to explain what was done by asking the following questions: So, I have students share some of their proofs with the class.Īs the arguments are shared, the students and I question the process. This is a good strategy for helping students to improve their own techniques. Today, I will give students a chance to see other students' reasoning. The last two questions on the activity required students to develop an argument. Yesterday students verified properties of logarithms. To show students the process, I will write out any missing steps in the expansion. I write the properties under the equations. As we classify I ask students to identify the property represented by the equation.
Some students realize that these are examples of the properties students proved yesterday. Here, students use what was discussed to determine which side of the equation is expanded and which is condensed.Īfter a couple of minutes, I ask students if these equations look familiar. Once we have some productive ideas, I give students the second page of the bell work. Students share their ideas about the meaning and how it connects to logarithms. Some students may look over their notes and the proofs from yesterday and determine the meaning. Even with the definitions determining how these terms relate to what we have been doing is harder. I am okay with students using their phones to find the definitions. Students begin by trying to define the words. To begin today I ask students to determine how the words expand and condense are connected to logarithms.
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