Child pages
  • Small Group Work
Skip to end of metadata
Go to start of metadata

You are viewing an old version of this page. View the current version.

Compare with Current View Page History

« Previous Version 28 Next »

Small Group Work

Fourth Grade Lessons
  1. 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?
Fifth Grade Lessons
  1. Basic Function Shapes - In this lesson, the students will (a) discuss, represent, and solve a verbal problem involving the choice between two functions; (b) choose, among 8 basic graphs (7 distinct shapes), the one that matches specific situations; and (c) write stories to match a specific graph shape.
  2. Equations and Graphs - Students will further compare two linear functions in the context of evaluating two plans for shoveling snow. One plan has two parts: a basic charge plus a charge based on the number of square meters cleared. The other plan has no basic charge; it only charges according to the number of square meters cleared. However the per-meter charge is higher than in the other plan. Students are asked to determine the circumstances in which the bill from each plan would be the same. They then examine the graph of the two functions and discuss how equations and inequalities relate to the graph.
  3. Equations in Groups - Students first discuss equality situations and how equal changes on both sides of the equality do not change the equality or the solution to the equation. In a second activity, A pair of students begins with a solved equation (e.g. N = 4) and passes the equation to their neighbor; the neighbor operates equally on each side of the equation and passes the equations to the following neighbor. They continue this process until the series of equations return to the first two students who, then, check whether the solution still holds. They also check the logic and correctness of their colleagues operations on the initial equation.
  4. Equations in Groups II - A student (or a pair of students) begins with a solved equation (e.g. N = 4) and pass(es) the equation to neighbor (or pair of neighbors); the neighbor(s) operate(s) equally on each side of the equation. And so on, around the table. There should be at least three students or pair of students at each table. When the series of equations returns to the first students, each student (or pair of students) check whether the solution still holds for the solution they had proposed at the beginning. They also check the logic and correctness of the changes implemented by their classmates.
  5. Phone Plans - Students will compare two linear functions in the context of evaluating phone plans. One plan has two parts: a basic charge plus a charge based upon the number of minutes used. The other plan has no basic charge; it only charges according to the minutes used. However the per-minute charge is higher than in the other plan. Students are asked to determine the circumstances in which the monthly bill from each plan would be the same. They then examine the graph of the two functions and discuss how equations and inequalities relate to the graph.
  6. Solving Equations I - Students will be asked to use the syntactic rules of algebra to solve equations with variables on both sides of the equals sign.
  7. Solving Equations II - Students will be asked to represent and solve verbal problems requiring algebra and to use the syntactic rules of algebra to solve equations with variables on both sides of the equals sign.
  8. Wallet Review Problem - This activity is a review of the Wallet Problem done in fourth grade. It is intended to introduce new students to some of the concepts we have covered and to refresh the memories of our old students. Students compare the amounts of money two students have. The amounts are described relationally but not through specific dollar amounts.
Middle School Lessons
  1. Biggest Output - Students will decide on what linear and quadratic functions will result in the greatest output, starting from an algebraic expression, and using tables and graphs to help them make these decisions.
  2. Box of Clay Activity - Students will compare two cubic functions based on the context of the volumes of a box of clay.
  3. Can We Predict Differences? - Students will predict, produce, and compare linear and non-linear function graphs used to represent the number of punches on a balloon.
  4. Candy Experiment - Students will create their own data to construct a graph and equation of negative and fractional slope.
  5. Compare and Contrast - Students will identify the y-intercept and slope using equations and then use that data to create corresponding tables and graphs.
  6. Contrasting Equations - Students write equations for three graphs and examine their slopes by comparing and contrasting the graphs. Students also look at the same functions graphed on differently scaled coordinate planes.
  7. Function Challenges - 20 Questions - Students will compete in a game to generate equations for functions that meet certain criteria, as given by the instructor.
  8. Guess My Rule - Linear - Students will try to determine the equation to match their partner's created graph and work together to correct their own mistakes.
  9. Guess My Rule - Non-Linear - Students will produce algebraic expressions starting from non-linear graphs produced by other students in the class.
  10. Jason's Tree House - Students will extract data from a story and use tables and graphs to answers questions about proposed scenarios.
  11. Same and Different - Students will compare graphs of linear functions, looking for similarities and differences, and will produce algebraic expressions, again identifying what is the same and what is different about each one.
  12. Sound Loudness - Students will examine a non-linear function depicted in a graph and generate the corresponding function table and equation.
  13. Who Shares My Function? - Linear with All Representations - Students will work in groups after finding other students who have the same linear function represented by a story, a table, a graph, or an equation. They will attempt to explain and discuss why the different representations refer to the same function.
  14. Who Shares My Function? - Linear with Graphs and Stories - Students will make groups by finding other students who have the same quadratic or linear function in different representations.
  15. Who Shares My Function? - Linear with Graphs, Tables, and Equations - Students will make groups by finding other students who have the same linear function, as shown in representations of graphs, tables, or equations. They will then generate a story to go with the function.
  16. Who Shares My Function? - Linear with Negative and Fractional Slope - Students will find other functions that are the same as theirs, starting from a table, a graph, or an equation. Once they have identified the same function represented in a different way, they will create a story that describes all of the different representations of the same function.
  17. Who Shares My Function? - Quadratics - Students will make groups by finding other students who have the same quadratic or linear function in different representations.
  • No labels