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The ABC’s of Algebra:Alignment, Buy-in, and Classroom
Activities
PRESENTED BY
Leslie A. Texas
November 16, 2007
Keeping in Touch
• E-mail address:
• Phone:502-253-1844 (office)502-777-5312 (cell)
Session Objectives
Participate in a variety of classroom activities that model best practice
Determine how to design assignments that are engaging and require students to develop higher order thinking skills
Southern Regional Educational Board
Identifying Gaps and Overlaps
Questions to address:
– Which readiness indicators are not being addressed (gaps)?
– Which readiness indicators are addressed by multiple grade levels (overlaps)?
Engaging Activity
Traffic Jam
Questions:
What process skills were required in the activity?
What content knowledge was required?
Cooperative Learning Activity
• Match your puzzle-piece with other similar pieces to form a problem to solve.
• As a learning group team, select a strategy to solve the problem.
• Solve the problem as a team then submit a solution to the class. Your team must be able to justify the solution!!!
Find a path through the maze of numbers, starting at “Enter” and ending at “Exit.” The value of the path is determined by multiplying each number along the path. You may move up, down, or right but not diagonally. You can only cross a number once. Try to find a path through the maze that results in 13,090. List the letters in order for each box you cross to reach the exit. An example, 7 x 13 x 2 would be DAB.
DGHEF (prime factorization of
13,090 or 2 · 5 · 7 · 11 · 17 )
13 A 2 B 3 C
7 D 11 E 5 FEnter
Exit
15 I17 H2 G
Problem #5Problem #5
Which set of factors of the number 420 has the least possible sum? Which set of factors of the number 420 has the greatest possible sum? Be sure that the two sets of factors both have a product of 420.
Answers: 19 and 421
Problem #9Problem #9
Place one set of parentheses on the left side of the equals sign to make the equation true.
32 + 4 2 x 8 – 5 + 12 4 =41
32 + 4 2 x (8 – 5) + 12 4 = 41
Problem #11Problem #11
Find the greatest whole number that meets all of the following conditions:
> It is greater than 100. > It is less than 200. > It is 20 greater when rounded
to the nearest 100 than when rounded to the nearest 10.
Answer: 184
Problem #12Problem #12
Robin uses a rule to create the input/output table shown. If Robin uses her rule with an input of 56, what will be her output?
Answer: 171
y = 3x + 3
Problem #13Problem #13
INPUT OUTPUT
- 2 - 3 1 6 3 12 7 24
17 54 56 ???? 89 270
A Menu of Fun Math Problems
Source: Mathematics Teaching in the Middle
School (NCTM)
February 2007 Issue
Possible Uses
• Pre-Assessment Exercise• Introduce classroom procedures
(cooperative learning, word problems, no “I don’t know’s accepted)
• Hook for new unit• Review• Exit Slip
Engaging Activity
Are you a Solution?
Literacy Strategies and Assessment Practices
Improving Student Vocabulary
Write a math vocabulary word on one side of the index card.
Improving Student Vocabulary- Word
Illustrations
On the other side, illustrate the concept (meaning) of your word…using NO numbers or letters.
What Math Words are Illustrated Below?
Frayer Model
Essential Characteristics
Non-Essential Characteristics
Examples Non-ExamplesConcept
Frayer ModelEssential Characteristics•Is a four sided figure•Four sides have equal length•Opposite angles are equal•Perimeter is 2(l + w)•Area is b x b
Non-Essential Characteristics•Angles may or may not be right•Length of sides can vary•Diagonals may or may not be equal in length
Examples Non-ExamplesRHOMBUS
SquareParallelogram
with 4 equal sides
Triangle
Trapezoid
Rectangle
Frayer Model
R-A-F-T
RAFT Examples for Math
Role Audience Format TopicZero Whole Numbers Campaign Speech The importance of
the number 0
Percent Student Tip Sheet Mental ways to calculate percents
Prime Number Rational Numbers Instructions Rules for divisibility
Parts of a Graph TV Show Audience Script How to read a graph
Exponent Jury Instructions to the jury
Laws of exponents
Acute Triangle Obtuse Triangle Letter Explaining their differences
Square Root Whole Number Love Letter Explain Relationship
Repeating Decimal
Set of Rational Numbers Petition Prove you belong to the set
Choose one item from each column