Provide "acknowledged body of knowledge" related to the concept. Emphasize the most significant aspects of the concept in an organized, organic manner. Present information sequentially so students see continuity. Draw attention to important, discrete details; don't swamp students with myriad facts.

Lecture and interactive illustrations and role plays of properties.

Objective: To teach algebraic properties through student involvement, demonstration, and visual images.

Activity: The following properties are introduced and defined by the teacher: Reflexive, Symmetric, Transitive, Identity, Inverse, Commutative, Associative, Distributive, Substitution, and Closure. For each property and definition, a team of students is involved in a kinesthetic or visual representation of that property. For example: The Reflexive property (a=a) is demonstrated by the teacher using a mirror as the "=" sign. The Symmetric property (a=b) (b=a) is demonstrated with hands. If you were to write a=b on the backs of each of your hands, and then fold them together, the a would match with the b and the bîwould match with the a ñ thumb to thumb and pinky to pinky. The Transitive property ñ If (a=b) and (b=c) then (a=c) is likened to crossing a creek. To cross a creek is to transfer from one side to the other by way of steps in between. The Associative property (a+b) + c = a + (b+c) is demonstrated using a boy and two girls from the class. The boy's arms are the parentheses. Associative comes from the root word Associate. This boy "Associates" with two different girls on different days. Have students physically demonstrate this equation. The Distributive property a (b+c+d) = ab + ac + ad is illustrated by a truck distributing Nintendo sets to the various WalMart stores on his route. Students work in small groups to generate their own kinesthetic, metaphorical, and visual examples of each algebraic property as it is introduced.

Assessment: Interest and enjoyment of students in teacher-led activities and ability of students to generate and share their own examples.