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June 18, 2014 at 8:28 pm #2100SharmaKeymaster
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</v:shape><![endif]–><!–[if !vml]–><span style=”msoignore: vglayout; position: relative; zindex: 251670016;”><span style=”position: absolute; left: 603px; top: 91px; width: 59px; height: 75px;”></span></span><!–[endif]–><p class=”MsoNormal”>Lesson guidelines below. For the lesson handout, see attached file or click the link at the bottom</p>
<p class=”MsoNormal”><span style=”fontsize: 14.0pt; msobidifontsize: 10.0pt;”>Part 1 (10 minutes): Go over the directions for page 1 with the students, ensuring they understand what it means to mark an equation true or false (note that many students might struggle with the idea that there can be more than 1 number on the right side of an equal sign). Give the students 5 minutes to complete part 1 on their own (if some struggle, consider allowing them to pair up). Then, use thumbsup/down to have each student show you if they think the equation is true (thumbs up) or false (thumbs down). Randomly choose 12 students to explain their reasoning. Finally, give the students 2 minutes to explain what they think “equivalent expressions” means.</span></p>
<p class=”MsoNormal”><span style=”fontsize: 14.0pt; msobidifontsize: 10.0pt;”> </span></p>
<p class=”MsoNormal”><span style=”fontsize: 14.0pt; msobidifontsize: 10.0pt;”>Part 2 (10 minutes): Have the students look at part 2. Explain that you will roll dice that they will all use in a competition. You will need 1 operation die (or a way to randomly generate 4 operations) and 1 decadie (numbers 09). Roll the operation die 4 times, recording the operations in the open boxes and rerolling if you get any dice with an “=”, “>”, or “<” symbol until there are four dice with operations. The roll the decadie 6 times and have the class record the 6 numbers in the boxes. Explain the rules to the class they are trying to create as many true equations as they can using as many = signs and the numbers and operations you rolled. Give them one example of a completed equation and then tell them they will have 3 minutes to write all they can. Refer them to the points column so they see that longer equations generate more points, but they may also wish to write a lot of shorter equations as well. After the 3 minutes has ended, have each student calculate their score and have those with top scores share an equation.</span></p>
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<p class=”MsoNormal”><span style=”fontsize: 14.0pt; msobidifontsize: 10.0pt;”>Part 3 (10 minutes): Follow the same steps as you did for part 1, this time looking at algebraic equations.</span></p>
<p class=”MsoNormal”><span style=”fontsize: 14.0pt; msobidifontsize: 10.0pt;”> </span></p>
<p class=”MsoNormal”><span style=”fontsize: 14.0pt; msobidifontsize: 10.0pt;”>Part 4 (10 minutes): You will now be playing the same game as you did in part 2, but reroll for 6 operations and 6 numbers and then also roll for six coefficients of <i>x</i> and record those as well. Go over the example problem and then set the timer for 3 minutes for students to compete to generate as many equations as possible (note: it is fine if you want the class to work in pairs). Note that students may need to understand that 6x/2x = 3. If this is too much, do not allow multiplication or division with the variables.</span></p>
<p class=”MsoNormal”>http://auhsdmath.pbworks.com/w/file/fetch/67930297/EquivalentExpressions.pdf</p>Attachments:


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