This term has been crazy busy. I have neglected to follow up on my **Explore-Flip-Apply** journey this term in an Elementary Algebra-type class. I will attempt to summarize the activities we did during the first half of the term I will start with the first activities we did: **order of operations and the distributive property**

- The
**Explore**part of the*order of operations*activity took longer than expected. Many of them struggled with the 2nd part of the first 6 problems where they are asked to insert parentheses to make it true. They handled #9 better than I thought. They seem to do better when there is more than one path to the answer. The**Explore**part of the*distributive property*lesson was not concrete enough for them. The first problem was good. However, I did not make a strong enough connection between the two methods of arriving at an answer and the property later on. The geometric interpretation seemed completely irrelevant to them. Again, in the past, I would normally eschew these constructions. I attribute much of this to my own inexperience of conducting such activities. (I did not get to the input/output table and never revisited it.) - The
**Apply**part for*order of operations*was not as successful as I had hoped. Not all of them had watched the video lecture that I posted (for the**flipped**part). I will redo this video to make it considerably shorter as it is the longest video so far (~20 mins). The students seemed a bit off with problems 5-10. And no one even tried the extensions. I should build those up more in class (praise for those who get it…or even get close.) The**Apply**part for the distributive property was much quicker and went well, with the exception of problems where they had to distribute the “understood” -1. Again, no one tried the extension. I may have said do them for homework. I neglected to check up on it.

I always feel that I do a lousy job of teaching “Chapter 1” in any course I have taught (e.g. algebra, trig, Applied Calc, Applied Stat, Math for “Liberal Arts,” Finite math). It seems as though all of the “exciting” material starts with chapter 2 FOR EVERY ONE OF THESE COURSES. I will consider skipping chapter 1 in the future and build those learning outcomes into other lessons.

Next week I will begin to post on other lessons we have done: Solving 1-step linear equations, Solving multi-step linear equations, Formulas and problem solving (3-Act tasks / 101qs), solving linear inequalities, and loads of good stuff on graphing with Mathalicious tasks galore.