##### Child pages
• Production of Algebraic Expressions

# Page History

## Key

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## Production of Algebraic Expressions

1. Candy Boxes - This class centers on the possible amounts of candies two children, John and Maria, have. They each have the same, unspecified number of candies inside their own candy box. John has, in addition, one extra candy and Maria has three extra candies. What are the possible total candies they might have?
2. Comparison Problems & Tables - This class will be used to review concepts and representations as applied to the solution of verbal comparison problems and to work on function tables.
3. Dinner Tables II - Students work with a function relating the number of tables (in a straight line) to the number of available seats. One table seats 4, two tables seat 6, three tables seat 8....
4. Functions - Earning Money - The students will create tables and equations from given stories. The functions are additive and multiplicative.
5. Functions II - The students will use three functions that are represented as a sequence of patterns and create a sequence of hops on the number line, a data table, and an algebraic expression to express the functions.
6. Guess my Rule - Multiplicative Tables - Two children create secret rules for transforming input numbers. The teacher uses a doubling or tripling rule.
7. Guess my Rule - Tables - Two children create secret rules for transforming input numbers. The teacher uses a doubling rule.
8. Multiple Number Lines - Students continue to learn that two partial changes that start at different points on the number line are equivalent. At the end, they will work with notation for variables (N + 5 - 3 or N + 2).
9. N-Number Line I - Students work with the table they built in the previous class for multiple number lines, focusing on the notation for variables (N + 5 - 3 or N + 2).
10. N-Number Line II - Students use the N-Number line to make generalizations about an unknown amount of money in a piggy bank.
11. Number Line - Locations - Students place themselves at points on the number line. Main contexts: stairs, age, money, temperature, and pure number.
12. Number Line Shortcuts - The students will use a number line to see how two addends or subtrahends are equivalent to one single change once combined.
13. Piggy Banks - The whole lesson revolves around a multipart story problem involving changes in two quantities over several days of a week. The initial quantities are equal yet unknown. Then transformations are applied to the quantities. Students are asked to compare the quantities throughout the week even though only their relative relationship can be determined.
14. Three Heights - In this class we will explore: (a) How the children deal with comparisons, (b) How they draw inferences from comparisons, and (c) How they represent comparisons between three unknown amounts.
1. Evaluation Problem - Students will be given a problem that asks about the amount of money each person has, based on the amount in a piggy bank. They will be given one graph and asked to draw the second graph.
2. Multiplicative Candy Boxes I - This class centers on the possible amounts of candies two children, Juan and Marcia, have. Juan has a box of candy and Marcia has twice as much candy. What are the possible amounts of candies they might have?
3. Multiplicative Candy Boxes II - This class is a continuation of the Multiplicative Candy Boxes I lesson. It centers on the possible amounts of candies two children, Juan and Marcia, have. Juan has a box of candy and Marcia has twice as much candy. What are the possible amounts of candies they might have?
4. The Better Paying Job I - Children work on a problem about rate of pay per hour of work. They compare ratios (dollars earned per hour of work) and discuss and plot points in a Cartesian plane.
5. The Better Paying Job II - Children work on a problem about rate of pay per hour of work. They compare ratios (dollars earned per hour of work) and discuss and plot points in a Cartesian plane.
6. Three Heights Review - In this class we will explore: (a) How children deal with comparisons, (b) How they draw inferences from comparisons, and (c) How they represent comparisons between three unknown amounts.
7. Wallet Problem I - Students compare the amounts of money two students have. The amounts are described relationally but not through precise dollar amounts.
8. Wallet Problem II - Students will be given a wallet problem. They will be asked to compare the amounts of money two students have. The amounts are described relationally but not through precise dollar amounts.
9. Wallet Problem III - Students will continue working with the wallet problem. They will be shown a graph for Mike's amounts and asked to (a) determine whether it represents Robin's or Mike's money and (b) to predict where the line for Mike would fall. Later they will plot Mike's amounts and will discuss why the lines cross.