standard_description: Use the structure of an expression to identify ways to rewrite it. For example, see x^(4) – y^(4 )as (x^(2))^(2 )– (y^(2))^(2), thus recognizing it as a difference of squares that can be factored as (x^(2 )– y^(2))(x^(2 )+ y^(2)).
problem_activity: Narrative
The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. When students use the structure of the array to figure out how many objects are shown, they look for and make use of structure (MP7).
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash the image.
30 seconds: quiet think time
Activity
Display the image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Student Facing
How many do you see? How do you see them?
[IMG]
Student Response
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Activity Synthesis
“How did seeing equal groups help you know how many triangles there were in the array?”
Consider asking:
“Who can restate the way _____ saw the triangles in different words?”
“Did anyone see the triangles the same way but would explain it differently?”


aligns: no