There’s a moment in almost every math lesson when I want to know one thing:
Do my students actually understand the material, or are they just following along?
If I wait until homework—or worse, the next quiz—it’s too late. By then, misconceptions have already settled in, and fixing them takes far more time and effort than catching them early.
Over the years, I’ve learned that when I check for understanding matters just as much as how I check for understanding. I don’t want to jump straight from modeling to independent work. Students need a space in the lesson where they can talk through the math, hear different perspectives, and make sense of the ideas together.
That’s why the structure of the lesson matters.
How I Structure an Algebra Lesson
When I plan a lesson, I think about it in four parts:
- I do – I model the math
- We do – We practice together
- Y’all do – Students work together and talk through the math
- You do – Students work independently
Most of us are very comfortable with the I do part. We know the content and how to explain it clearly.
The we do can actually be harder than it looks. It requires real wait time, and it’s easy to jump in too quickly or rely on the first student who answers. When that happens, not everyone gets the chance to think.
That’s why the y’all do phase is such an important part of my lessons.
Why the “Y’all Do” Phase Matters
The y’all do phase is where I can truly listen to student thinking.
This is the part of the lesson where students explain their reasoning to each other, hear different approaches, and justify their choices. Whether you’re teaching Common Core or state standards, this matters. We want students to understand why methods work—not just follow steps.
While students are working, I’m walking around, listening to the math talk and noticing what they understand—and what they don’t. I’m not leading this part; I’m observing. I step in only when a group is completely stuck or heading in the wrong direction. This also allows me to work independently with students who need extra support, which is the differentiation administrators are often looking for.
What This Looks Like With Quadratics
During the y’all do portion of a quadratics lesson, I usually start with a card sort. Students determine which form each equation is in—standard form, intercept form, or vertex form.
This gives me immediate feedback. If students can’t identify the form, teaching formulas for finding the vertex is a waste of time—they won’t know which method to use.
Once students are comfortable identifying the form, I move to a domino-style matching activity focused on finding the vertex. Students decide which form they’re working with, choose the appropriate method or formula, and then find the vertex. Each correct answer leads them to the next match.
Both activities serve the same purpose: getting students to talk through their reasoning while I listen. The goal isn’t speed or completion—it’s hearing why they think something matches.
At that point, students are ready for independent work. On shorter class days (we have 46 minutes most days), this leads naturally into homework. On longer days (we sometimes have 90-minute periods), we move on to graphing.
Using the Same Activity Across Multiple Days
One thing I love about matching activities is their flexibility. I don’t use every part of an activity on the same day.
For example, the sorting activity I mentioned earlier can be used in different ways:
- One day, students sort equations by form
- Another day, they match equations to graphs
- On a different day, they decide whether a quadratic has a minimum or maximum
The structure stays the same, but the focus changes. That flexibility makes the activity useful across multiple lessons without feeling repetitive or overwhelming.
After students learn how to graph, I give them equations and graphs along with large graph paper placed inside page protectors and dry erase markers.
Students determine the vertex, graph the equation, and then find the matching graph. They love being able to write without using extra paper, and I’m able to check the same skill in different ways.
Tabletop, Wall, and Bell Ringer Options
This particular matching activity comes in two sizes:
- A tabletop version for partners or small groups
- A full-size version that works well as an interactive bulletin board
I often put the graphs on the wall and give students equations as they walk in the door. Each student matches their equation (or set of equations) to the correct graph, making it a quick and effective bell ringer for the day after instruction.
I have a lot of chalkboards in my room, so I add magnets to the backs of the cards for easy setup.
👉 This is the exact quadratic matching activity I use during the “y’all do” phase of the lesson.
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Want to Try the Structure First?
If you’d like to try this lesson structure before committing to a larger activity, I have a free sample that uses the same matching format.
It’s quick to prep and works the same way—students talk through their thinking while you listen—making it an easy way to test how matching fits into the y’all do phase.
Final Thoughts: Why This Works
Matching activities aren’t “extra.” For me, they work as the bridge between guided practice and independent work. The y’all do phase gives students space to talk through the math while I listen and make instructional adjustments before misconceptions settle in.
When students can explain their thinking to each other, they’re far more prepared to work on their own—and that’s the whole point.
Caryn
Caryn Loves Math
📐 More From the Quadratics Series
| Post | What It Covers |
|---|---|
| Quadratic Formula | Teaching the formula and why the discriminant changes everything |
| Square Root Property | Why the order of instruction matters more than you think |
| Completing the Square | A step-by-step approach starting with patterns first |
| Matching Activities | Using the y’all do phase as a powerful check for understanding |
