The first problem is matching the word mono with an expression one term and an example: binomial with 2 terms and its example, trinomial with R terms with one example.
The opportunity for learners to see the link between the maths vocab (monomial, binomial, trinomial), an example, how many term in the first activity. So they can learn to associate, mono with one single term. It is not really about what makes 1 terms, 2 terms at this point. She does a little bit or partially about that. See .......
The main focus of the lesson is on like and unlike terms indicating by time spent in the second activity and the third is the extension of that, building up the pyramid, the opportunity to combine, to add the terms together in a pyramid and adding and combining in which require a recognition what is like terms and unlike terms.
Please check if there is an explanation, what make some thing like terms and unlike terms. They may do this before.
There are set of examples to introduce that. Learners get opportunity to name things with some examples. There is an interesting example to see why ........different. But most of the things are stated rather established. There is very little explanation around what things might mean?
It is interesting about how does she produce this activities, look like exploring things. BUt there is nothing really to explore. It is interesting her own interpretation about card activities are, in the sense the failure to understand the card activities.
It is interesting because we didn't focus on that, that the construction of the card is important. How to use the card to produce the activity is the most important thing. The card doesn't just arrive there.
It is really interesting, she tries to do this.
There are 3 main object. The way in which they way operated. There is not much goes wrong in them. But some of the key ideas, there are very little explanations. There are some. We need to look at that ......
....... She tried very hard.
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