Classroom Activities
The following outline details the activities designed to help students achieve the objectives of this curriculum unit. The following is only a suggested timeline. The unit can be adapted to fit the needs of all students.
Day 1
Students will be given two words from the mathematical language sheet (see appendix). Also, each student will be given two blank sheets of paper. On each piece of paper the student has to make visual representations of the mathematical words given to them. Each drawing should include the following components: word(s), definition, example, and illustration. Students should be encouraged to draw a rough sketch of the drawings on notebook paper before starting on blank paper. Also, the teacher should show several examples of acceptable pieces of work in order to give students complete understanding of the expectations needed to be met. This activity should not take more than one day to complete. If some students are not finished with their work, then words can be taken home and completed for homework. All words should be posted on the bulletin board and throughout the year words may be posted if a term may be deemed as necessary to add on the word wall.
Day 2
Teacher will instruct how to translate one - step word problems involving addition and subtraction by illustrating several examples. The emphasis will be on translating words into mathematical symbols. Then, students will form groups of four and analyze ten problems. Then, each group will be asked to present any two problems and solve them on the board.
Day 3
Teacher will instruct how to translate one-step word problems involving multiplication and division by illustrating several examples. Again, the emphasis will be on translating words into mathematical symbols. Then, students will form groups of four and analyze ten problems. Then, each group will be asked to present any two problems and solve them on the board.
Day 4 - Day 5
Teacher will instruct how to translate two-step word problems involving combining like terms. For independent practice, each row will be given a white board. The teacher will show the class, on the overhead, a two-step word problem. The students will write the equation and show all work on the white board. When finished the student will hold up the board and pass back for the next student.
Day 6
Teacher will give assessment on creating word problems for one and two step equations. Teacher needs to stress that students need to write an equation and show the steps for solving for the variable.
Day 7 - Day 9
Teacher will lead discussion on translating a multi-step equation word problem. The first problems should include ones that involve combining like terms then solving for the variable. Then, students should solve problems involving more complicated relationships between the variables.
Day 10 - Day 14
Teacher will introduce mixture problems by illustrating the table method. Students will participate in guided practice and independent practice sessions in the classroom.
Day 15
Teacher will discuss false positioning and go thru several problems using the technique. All students will be given one unique problem and then several students will be asked to present their findings on their problem scenario.
Day 16 - Day 17
Teacher will take the idea of false positioning and create a linkage to setting up a system of equations. Teacher will lead discussion on translating a system of equation word problem. Guided and independent practice will be occurring within the classroom.
Day 18
Four students will be asked to come to the board at the same time. The students at the board will be asked to solve the following problem: John has 100 coins in his piggy bank some dimes, others quarters. His total capital is $ 13, $ 16, $ 19, or $ 22. (Each student at the board is given a different capital amount) Find the number of dimes and quarters that John has in his bank. All still seated students are required to choose one of the four versions and work on it at the same time. The students may choose to use one, two, or without algebra at all in order to solve the problem. All possible approaches that students may have chosen will be discussed in class. (Toom, 2007)
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