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Variables
Objectives: To
transform sentences into equations and solve a word problem given a domain.
Download as Microsoft Word Document,
PowerPoint, or Inspiration File:
|
Concentration Game-PowerPoint |
|
Word Sort-PowerPoint |
Instructional Plan Template
Mathematics Governor’s Institute 2005
Names
of group members: Angie Dickey, Mildred Mbriwa, St.
Clair Simmons, Craig Yoder
Topic/Theme:
Variables
Level:
Algebra I
Time
Element: 90 Minutes (block period, adjustable to 45 minutes by eliminating one
activity)
NCTM
Standards Addressed:
Algebra: Understand
patterns, relations, and numbers
Represent and analyze mathematical situations and structures
using algebraic symbols
Use mathematical models to represent and understand quantitative
relationships
PA
Math Standards Addressed:
2.8.11.A Analyze a given
set of data for the existence of a pattern and represent the pattern
algebraically and graphically
2.8.11.C Use patterns,
sequences, and series to solve routine and non-routine problems.
Math
Assessment Anchors Addressed:
M11.D
Algebraic Concepts
M11.D.1 Demonstrate an understanding of patterns,
relations, and functions
M11.D.2 Represent and/or analyze mathematical
situations using numbers, symbols, words, tables and/or graphs
1.1. Learning to Read
Independently
1.1.11. F Understand the meaning of and apply
key vocabulary across the various subject areas
Objectives: To transform sentences into equations and
solve a word problem given a domain.
Instructional
Strategies and Plan (include strategies used to help different types of
learners, i.e. auditory, visual, etc):
Materials/Resources: Pencil, Paper, Boxes of Cards, Concentration
Cards
Interdisciplinary
Connections:
·
·
Technology: Chart from Valentine-card activity could be
plotted on graphing calculator
·
Other
Assessment
Strategies:
·
Formative
Evaluation (checking student understanding during the lesson): Prompt questions in Valentine-card activity.
·
Summative
Evaluation (How will it be determined that the objectives were achieved?): Check to see if students can complete chart
for 25 and 40 boxes, Assess open-ended question with rubric.
·
Correctives/Remediation:
Extensions/Enrichment:
Special
Accommodations (special needs students)
·
Description
of the Special Needs student selected:
·
Accommodations
to use with this student:
Lesson Plan
Objectives: To transform sentences into equations and solve a word problem
given a domain
Exploratory Activities:
Vocabulary sort
Concentration Game
Materials Needed: Pencil, Paper, Boxes of Cards, Concentration
Cards
Concept Development:
- Modeling
- Explanation of new concept
- Example
A drive-in theater charges $5 per car and $1
for each person to see a movie. Write an
equation to represent the total cost for a carload of n people. How much would it cost for 8 people to see
the movie?
- Group Problem solving
A)
A cell phone company charges $20 per month plus 10 cents
per minute. Write an equation to
represent the total cost to talk for n minutes. How much would it cost to talk for 100
minutes?
B)
To rent a movie, you must have a membership, which costs
$15. They also charge $2 to rent a
movie. Write an equation to represent
the total cost to rent n movies.
How much will it cost to rent 8 movies?
Student Assessment
- Open Ended Question
- Assigned Homework – Finish open-ended
question
Closure
Review the Objective for the lesson
Teacher Prompts
To be used as students receive and work on the worksheet
(below)
Question:
Each class in your middle school is making valentine cards
to sell at affordable prices to elementary school students in your
district. The cards are boxed in groups
of 12 before they are routed to the elementary schools. Find a way to determine how many cards have
been made when various numbers of boxes have been routed to the elementary
schools.
For students finding it difficult to begin the problem, the
teacher could pose this series of questions:
Can you find how many cards were made if 25 boxes were
routed to the elementary schools?
If 40 boxes were routed?
What did you do in each case? Write an explanation to
describe what you did.
For students who have already begun to list the number of
cards made for specific numbers of boxes, the teacher might pose these
questions:
How can you organize your information into a table or
graph?
How would you describe your table or graph?
What if the district routed more boxes than those shown in
your table or graph?
Can you see a pattern that goes beyond your table or graph?
Write a description of your pattern.
For students who have already begun to describe the pattern
in words,the teacher might
use some of the following probes:
What is the key aspect of the pattern you have described?
Can you express the pattern you see using b to stand for
the number of boxes and C for the total number of cards made for the elementary
school.
Adapted from the Illuminations
website:
http://illumtest.nctm.org/lessonplans/6-8/bridges/index.html
Valentine-Cards
problem Period: _____ Name: _______________________
|
|
Each class in your middle school is making valentine
cards to sell at affordable prices to elementary school students in your
district. The cards are boxed in
groups of 12 before they are routed to the elementary schools. Find a way to determine how many cards have
been made when various numbers of boxes have been routed to the elementary
schools. |
Fill out the
table below to show how many cards have been made:
|
Number of Boxes |
Number of Cards |
|
1 |
|
|
2 |
|
|
3 |
|
|
4 |
|
|
5 |
|
What did you do
in each case? Write an explanation to
describe what you did.
________________________________________________________________________
________________________________________________________________________
What if the
district routed more boxes than those shown in your table or graph?
Can you see a
pattern that goes beyond your table or graph?
Write an equation
for your pattern, using a variable. ___________________
What does your
variable stand for? _________________________________________
Can you find how
many cards were made if 25 boxes were routed to the elementary schools, using
your equation? If 40 boxes were
routed?
|
Number of Boxes |
Number of Cards |
|
25 |
|
|
40 |
|
Open-Ended
Question #1 (greeting cards):
The cost of printing
greeting cards consists of a fixed charge of 80 cents and a charge of 6 cents
for each card printed.
A. Write an equation that can be used to
determine the cost of printing n cards.
B. Explain how you found your equation:
C. What is the cost of printing 600 cards?
D. How did you arrive at your answer in part C?
Grading Rubric for
Open-ended question #1 (Greeting Cards)
1) 2 points for A
2 points for correct equation (C =
80 + 6n or equivalent)
1 point for an expression or 1 error
2) 2 points for B
2 points for correct, clear, complete description of the method used to
obtain equation
1 point for showing partially correct or incomplete description of the
method
3) 2 points for C
2 points for correct answer (3680
cents or equivalent)
1 point for correct method containing no more than one arithmetic
error, or missing label
4) 2 points for D
2 points for correct, clear, complete description of the method used to
obtain the cost
1 point for showing partially correct or incomplete description of the
method
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