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  • Amy Kopcznski

    Member
    April 6, 2020 at 1:24 pm

    I loved seeing the progression from additive to multiplicative and concrete to proportional to function representation for this problem. Scaling the problem back to begin with friendly numbers was also a takeaway/reminder for me.

    One question I have is how long do you allow a student to work in the concrete representation before moving them to the double number lines?