1. 2/26/2016 ©Evergreen Public Schools 2010 1 Pool Border Teacher Notes Supplies You might want to have available square tiles and graph paper Student Notes: Pool Border Vocabulary: Equivalent expression

2. ©Evergreen Public Schools 2010 2 Teacher Notes You may want to refer to solutions from the past as a resource.solutions from the past

3. ©Evergreen Public Schools 2010 3 Learning Target I can represent a line with one of the following: with an expression or equation, as a graph, in a table, or in words. Which of these representations do you prefer?

4. ©Evergreen Public Schools 2010 4 Many Swimming Pools have borders Our problem uses a square pool.

5. ©Evergreen Public Schools 2010 5 Find the number of 1 ft by 1 ft tiles required to pave the deck surrounding a 5 ft by 5 ft pool. Show your thinking. pool tile LaunchLaunch Private Think Time What do you think this symbol means?

6. ©Evergreen Public Schools 2010 6 After Private Think Time: a)Person #1 reports one idea that she/he has recorded. b)While Person #1 reports, other group members listen attentively but do not question Person #1, comment or give clues to indicate they agree or disagree. c)When Person #1 finishes reporting that idea, Person #2 reports one of her/his recorded ideas while group members listen attentively as described in b) above. d)Repeat c) until all group members have reported all of their ideas (including ideas that are repeated or slight variations of ideas previously reported). e) The group discusses the ideas that were reported. After Private Think Time: a)Person #1 reports one idea that she/he has recorded. b)While Person #1 reports, other group members listen attentively but do not question Person #1, comment or give clues to indicate they agree or disagree. c)When Person #1 finishes reporting that idea, Person #2 reports one of her/his recorded ideas while group members listen attentively as described in b) above. d)Repeat c) until all group members have reported all of their ideas (including ideas that are repeated or slight variations of ideas previously reported). e) The group discusses the ideas that were reported.

7. ©Evergreen Public Schools 2010 7 Find the number of 1 ft by 1 ft tiles required to surround the deck of a 5 ft by 5 ft pool. Share the strategy you used and your answer using Go Around Protocol One pool tile

8. ©Evergreen Public Schools 2010 8 ExploreExplore

9. 9 Pool Border How does your answer change if the pool is bigger? Find the number of 1 ft by 1 ft tiles required to pave the deck surrounding a 6 ft by 6 ft pool. What about 10 ft by 10 ft? What about x ft by x ft? How does your answer change if the pool is bigger? Find the number of 1 ft by 1 ft tiles required to pave the deck surrounding a 6 ft by 6 ft pool. What about 10 ft by 10 ft? What about x ft by x ft? pool tile

10. ©Evergreen Public Schools 2010 10 Pool Border Your teacher will select students to share their thinking. Actively listen to other student’s thinking. You may give the presenter feedback. You may ask a question.

11. ©Evergreen Public Schools 2010 11 Pool Border Use tiles to find several expressions to represent the relationship between the number of tiles and the length of the sides for a pool of any size width. Find as many expressions as you can. You should have a labeled drawing for each expression. Private Think Time

12. ©Evergreen Public Schools 2010 12 Pool Border Use tiles to find several expressions to represent the relationship between the number of tiles and the length of the sides for a pool of any size width. Find as many expressions as you can. You should have a labeled drawing for each expression. Work together in your group

13. ©Evergreen Public Schools 2010 13 Your teacher will select students to share their thinking. Actively listen to other student’s thinking. Your teacher will select students to share their thinking. Actively listen to other student’s thinking. Debrief How are two of the pictures connected to each other?

14. ©Evergreen Public Schools 2010 14 5 3 1 2 4 Learning Target Did you hit the target? Rate your understanding of the target from 1 to 5. 5 is a bullseye! I can find and identify equivalent algebraic expressions.