Graffiti Algebra

Katie Winsett (U of A, GK-12) Ashley Williams (RHBMS) September 2008 Graffiti Algebra “Isolation by Inverse” and “What you do to one side, you’ve got to do to the other” Students will work in teams of 2 or 3 students to solve simple algebraic expressions with one variable. Arkansas Mathematics Frameworks A.5.6.2 A.5.6.3 Materials Butcher paper Notecards with expressions to solve (broken into two groups: addition and subtraction/ multiplication and division) Colored pencils Scissors Glue Skills required: understanding that a variable stands for an unknown value Procedure: DAY 1: Addition and Subtraction 1. Divide students in teams of 2 or 3. Each team gets different colored pencils. Students rotate around the room in 30 second to 1 minute intervals working the problems on the notecards at each table. 2. Start with problems AND answers (eg n + 4 = 5, n=1). Students, then spend the time trying to show you how to come up with this answer (the methods) rather than the answer itself not only emphasizing showing work but also Discovery of the concept. 3. After a full rotation, mix in some problems without the variables solved (eg n +4 = 5, n=?). Stop in the middle of this rotation to work some problems with the student. 4. Problems that are correct and in the right format (showing work), cut out and glue haphazardly to poster or large sheet of paper: “Graffiti” DAY 2: Multiplication and Division 1. This works the same way as Day 1! 2. Our students required a little more help with these types of problems. We reorganized the pace of class in the following way: a. Each student has a dry erase board, marker and eraser; b. Pass out problems to the group. The teams work together to solve the problems. Remind the class of the key skill from addition and

Katie Winsett (U of A, GK-12) Ashley Williams (RHBMS) September 2008 subtraction: “What you do to one side you’ve got to do to the other”. Give them 5-10 minutes to try the problems. c. Work a few problems of each type together, talking students through the steps. d. At this point, there is little time for rotation, so on the butcher paper we had students trace two hands, and work one problem of each type inside the hands. When the hands are cut out, we have more graffiti. This activity can be modified for students for different levels of understanding. For example: 1. Use the marker boards for the entire class period. We had all students sit in a circle on the floor to work problems on the boards. They could then easily show us their work, fix problem spots and also get help from students sitting nearby. 2. Have students explain each problem to you in words: “n plus 4 equals 5” “What is the inverse of plus?” “minus” Etc 3. Spend time on format. Break the problem into steps: a. Line 1: Rewrite the problem b. Line 2: Show your work: show how you isolate the variable c. Line 3: Answer (x= ) d. Line 4: Plug it in (plug your answer into the expression, do you get a true statement?)