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# Mattie Davis Solving equations using algebra tiles edci 557

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### Mattie Davis Solving equations using algebra tiles edci 557

1. 1. Solving Equations Using Algebra Tiles Mattie Davis NT2Q Lesson Plan Activities EDCI 557 May 4, 2011
2. 2. Objectives <ul><li>Pre-Algebra </li></ul><ul><ul><li>2b. Solve and check equations and inequalities using one variable. </li></ul></ul><ul><li>NETS </li></ul><ul><ul><li>1a, 1c </li></ul></ul><ul><ul><li>2a, 2b, 2c </li></ul></ul><ul><ul><li>3b, 3c, 3d </li></ul></ul><ul><ul><li>4b, 4c </li></ul></ul><ul><ul><li>5a, 5b, 5c </li></ul></ul><ul><ul><li>6a, 6b, 6c </li></ul></ul>
3. 3. Problem <ul><li>Learners are experiencing difficulty solving equations. </li></ul><ul><li>It is essential for students to have real-world application of solving equations using word problem scenarios that relate to career professions. </li></ul><ul><li>Learners can use algebra tiles to get hands-on experience to solve equations step-by-step. </li></ul>
4. 4. Procedures <ul><li>Begin class by activating students’ prior knowledge of adding and subtracting negative and positive integers. Bell Ringer: “Model -3 + 4 and -5 – 2 using two color counters. Explain the procedures you took to solve the problems.” </li></ul><ul><li>After explaining the bell-ringer, students will be divided into groups of three. Each group will receive a set of algebra tiles. The teacher will provide the students with a description of the algebra tiles using the overhead projector (Attachment 1). Once students are introduced to the algebra tiles, they will complete the Warm-Up Activity (Attachment 2). Go over solutions to Warm-Up Activity by allowing five different students to model the solutions using overhead algebra tiles (Attachment 3 and Attachment 3 cont.). </li></ul>
5. 5. Procedures <ul><li>Introduce students to equations by drawing the connection to the bell-ringer. Say “The same procedures used to work the bell-ringer as well as the warm-up activity will be used to solve equations. When solving equations, the goal is to attempt to discover the values of the given variable that will make the equation true.” The teacher will model and explain the following one and two step equations using overhead algebra tiles (See Attachment 4 and Attachment 4 cont.). </li></ul><ul><li>1. x + 4 = 6 </li></ul><ul><li>2. 2x – 2 = -6 </li></ul>
6. 6. Procedures <ul><li>Each student will receive a copy of the Modeling Equation activity sheet (Attachment 5). Students will remain in groups of three. There will be four groups with three students. I will assign each group a number 1-4. Each group will receive an additional set of algebra tiles, coloring pencils, one ruler, one popsicle stick, three sheets of notebook paper, and three sheets typing paper. Each member of the group will have an assigned task. Students labeled as ones will model the equation. Twos will draw the step-by-step model of the equation using the typing paper and coloring pencils. Threes will write a short paragraph explaining the steps to solve the equation. Each group will have 24 minutes (8 minutes per equation) to complete three equations. At the end of eight minutes, a timer will sound notifying students to rotate clockwise to switch tasks. Each student will have an opportunity to model the equation using algebra tiles, draw the step-by-step model of the equation, and write a short paragraph explaining the solution to the equation. The group will place their names on a sheet of typing paper stating what task he/she performed in the group. </li></ul>
7. 7. Procedures <ul><li>Prior to using the computer, students will activate prior knowledge and reflect on the step-by-step process use to solve equations with algebra tiles. The learners must complete a worksheet to show their mastery level on algebra tiles (see attachment). This will allow learners to have a rough sketch of hands-on manipulatives before proceeding to computer simulations. </li></ul>
8. 8. Student Assignments <ul><li>Respond to the following blog from: http://www.edublogs.org </li></ul><ul><li>Blog </li></ul><ul><ul><li>Equations are important for carpenters, engineers, and scientists. Your task is to interview one of the three or any other person you may feel that utilize equations on a daily basis. Ask those in their capacity about the importance of knowing how to solve as well as formulate equations and to give you an example of an application they use to solve equations. Write at least a paragraph pertaining to their comments. </li></ul></ul><ul><ul><li>Students will be graded using a rubric. </li></ul></ul>
9. 9. Students Responses <ul><li>attorney -- research, comprehend, and apply local, state, and federal laws; a good background in mathematics will help a student get admitted to law school and assist in the understanding of complicated theoretical legal concepts </li></ul><ul><li>economist -- interpret and analyze the interrelationships among factors which drive the economics of a particular organization, industry, or country </li></ul><ul><li>mathematics professor -- teach mathematics classes, do theoretical research, and advise undergraduate and graduate students at colleges and universities </li></ul><ul><li>environmental mathematician -- work as member of interdisciplinary team of scientists and professionals studying problems at specific Superfund sites; communicate effectively across many academic discilplines and be able to summarize work in writing </li></ul><ul><li>design -- use computer graphics and mathematical modeling in the design and construction of physical prototypes; integrate geometric design with cost-effective manufacturing of resulting products </li></ul>
10. 10. Responses continued <ul><li>staff systems air traffic control analyst -- apply probability, statistics, and logistsics to air traffic control operations; use simulated aircraft flight to monitor air traffic control computer systems </li></ul><ul><li>civil engineer -- plan, design, and manage the construction of land vehicle, aircraft, water, and energy transport systems; analyze and control systems for land vehicular traffic; analyze and control environmental systems for sewage and water treatment; develop sites for industrial, commercial and residential home use; analyze and control systems for storm water drainage and storage; manage construction of foundations, structures and buildings; analyze construction materials ; and surface soils and subterranean material analysis </li></ul>
11. 11. Student Activities <ul><li>The learners will practice solving equations with algebra tiles from a worksheet (see attachments). The learners will also participate in a small group discussion to reflect on their experience using algebra tiles. While in groups the learners will formulate alternate methods for solving equations. The learners may model a lesson from Compass Learning or Kids College as long as it is a different presentation model from the teacher. </li></ul><ul><li>Student groups will present an equation using algebra tiles to model a step-by-step analysis used to solve equations. </li></ul>
12. 12. Data Manipulation Activity <ul><li>The data source will be matriculated through programs called Kids College and Compass Learning. Students will participate in a lesson that involves solving equation. The students will undergo multiple lessons and activities in each program. Thus, the learners will use spreadsheet to record their scores and to create graphs displaying their performance from each program. The learners will share the information via email to the teacher. The learners will analyze the data to determine gaps in data using performance indicators. </li></ul>
13. 13. Computer Activities <ul><li>The learners will participate in computer simulations using Compass Learning and Kids College. Learners will also begin recording results from each program on Spreadsheet for later usage for the creation of graphs and charts displaying performance. </li></ul><ul><li>Learners will create a digital story using http://www.animoto.com or http://www.jaycut.com/ or http://www.youtube.com to display their experience using algebra tiles. Students will also highlight their most and least favorable activities. Also students will include their interviews with a career-oriented person that applies equations to their job. Learners may also create wraps or songs about equations and post on http://www.youtube.com for others to critique. </li></ul><ul><li>The students will also create a powerpoint presentation to show the correct usage of algebra tiles to solve equations and to state the importance of solving equations. </li></ul>
14. 14. Chart of Student Performance
15. 15. Model Digital Story <ul><li>http://jaycut.com/content/mattie-davis-solving-equations-lets-make-it-relevant </li></ul>
16. 16. Assessment <ul><li>The learners will be graded on their construction of the charts and graphs that display their performance. The learners will also be tested on the math objective (see attachment). A rubric will be used to assess students on their paragraphs and group presentation. I will observe the students as they model, draw, and write paragraphs explaining the steps to solve the equations. I will collect and grade the students’ drawings and paragraphs. Rubrics will be used to determine grades for the aforementioned activities. </li></ul>
17. 17. Materials <ul><li>Overhead algebra tiles </li></ul><ul><li>Overhead projector </li></ul><ul><li>Coloring Pencils/ Markers/Crayons </li></ul><ul><li>Two set of algebra tiles for each group of three students </li></ul><ul><li>Ruler </li></ul><ul><li>Activity Sheets </li></ul><ul><li>Typing Paper </li></ul><ul><li>Popsicle Sticks </li></ul><ul><li>Notebook Paper </li></ul><ul><li>Timer </li></ul>
18. 18. Identifying Algebra Tiles <ul><li>These tiles represent positive variables and numbers. </li></ul><ul><li>These tiles represent negative variables and numbers. </li></ul>X2 x 1 -x2 -x -1