Why Should I Pass Algebra? A Classroom Culture Building Activity

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- Article (edited) Originally posted on Knowre

- Graphic Organizer

- Optional: Paragraphs (if you need more structure than a whole article)

Purpose

Have students discover the importance of passing Algebra 1 and what it means for their chances of graduating high school on time. Especially good for remedial math students.

Outline

1. Explain the “Say, Mean, Matter” graphic organizer to them.

If you’re not familiar with SMM, that’s fine! Students will select 4 quotes from the article that are interesting to them.

- In the SAY column, they write the quote.

- In the MEAN column, they summarize the quote in their own words.

- In the MATTER column, they write why that quote matters to them (why it was interesting to them).

2. Read and annotate text.

3. Fill out say, mean, and matter columns.

4. Reflect and Connect

DO NOT SKIP THIS STEP. It is by far the most powerful! I asked my students to think-write-pair-share 3 things at the end (one at a time):

- Summarize the entire article. Why do you think I am having us read this?

- Do you agree or disagree with the what the article is saying

- What is one question that came up for you while reading this?

I was blown away with my student’s takeaways! They tuned right into what I was hoping they would. They left class more encouraged and passionate about passing this class!

Time Estimate

Reading: 6 minutes

Writing: 8 minutes

Reflecting: 10 minutes

Total time: ~ 25 minutes

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Working with Function Graphs

Have you heard of Mathematics Vision Project (MVP)? They provide a FREE Integrated Math 1, task based curriculum online. Did I mention it was free?

My current school doesn't have one set Integrated Math 1 curriculum so we pull from a few different resources, one of them is MVP. Module 3 is all about functions. One of my favorite tasks from this unit was Task 3.4. You can download the original here, or if your students are anything like my students, they need a little more structure. You can download my edited PDF here.

Purpose

- Get students talking about how to read story function graphs

- Introduce the idea of finding f(x) = __ and f(_) = x on a graph within a context

- Introduce what f(x) = g(x) means in context

Outline

- By far the most important part of any task is making sure the students understand the problem! After having a student read the prompt out loud, ask student to write-think-pair-share what they know and what they wonder after reading the passage and looking at the graph. It's AMAZING what your students will say! And it proves to you they understand the context before moving on.

Prompt for students after reading task and graph

My scribe of students responses to 'What do you know? What do you wonder" after reading the task and graph!
They are amazing thinkers!

- I gave students a few minutes to productively struggle with each question before we discussed it as a class. This does not mean I set a timer for 20 minutes and then checked in with them. I chunked it. I told them they had 1 minute for #2, then I put student work under the document camera, we came to agreement, then I reset the timer for #3, and so on.

Time Estimate

- This took about 35 minutes for my edited/reduced version.

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Function Matching Activity

Have you heard of the Mathematics Assessment Project (MAP)? If you haven't go here NOW and check it out! They create AMAZING lessons that are task based and perfect as we continue implementing the common core standards as well as integrating more exploratory learning of mathematics.

I used part of their Interpreting Distance-Time Graphs lesson to launch my unit on Functions and it went SO well! Students were asking amazing questions and really piecing things together on their own.

Purpose

- I just used the cards (graphs and descriptions only, pages 14-16 of the linked PDF) to intro the unit and just let students explore. I didn't correct their matches, I just wanted them to start thinking about what made sense.

- This would also be a great culminating activity to allow students to show mastery of reading functions and understanding time-distance graphs

- This activity gets students talking about functions and what makes sense!

Outline

- Have students work in partners, trios, or teams of 4

- Page 5 of the linked PDF has a wonderful outline for how to launch this with your class by doing one example together

- Once students understand the process, pass out pages 14-16 of the linked PDF and instruct students to cut out all the cards, then match a graph with a story.

- Listen to the amazing conversations :)

- Once students match the graphs and stories, give them poster paper and glue. I instructed my students to also write why they matched that particular graph and story together on the poster.

- Extension: Do a gallery walk for students to see how others matched!

Time Estimate

- It took about 40 minutes for students to cut, match, and glue onto a poster with explanations.

Example of finished student poster

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A Slope-Intercept Warm Up

From wodb.ca

Have you heard of the website 'Which One Does Not Belong?" If you haven't, go there NOW! I have been using many WOBD problems as warm ups and here's what I've noticed:

- All students have an entry point

- Students feel validated because there are so many correct answers

- They use content vocabulary on their own

I used the above WODB prompt as we are in the linear functions unit and it was great! Students were giving reasons like "y = -2x + 4 is the only equation with a negative slope" and "y = 4x is the only equation to cross through the origin." It was amazing!

Process

- Put up a WODB problem like the one above with the prompt, "which one does not belong in this set and why?" You could add something like, "Try to think of more than one answer."

- Call on students to tell you which one does not belong and why, scribe their answers verbatim

- Get at least one answer for each square

Need more structure?

I teach mainly remedial students and structure is VITAL! Try these tips for more structure

- Label the squares A, B, C, and D

- Write sentence starters like A does not belong because .... , B does not belong because .... , C does not belong because .... , D does not belong because .... 

- Give students think and write time before asking anyone to share

- Have students write down their classmates responses

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Slope Intercept Form Matching Activity

Download the activity here.

Purpose
- Students match an equation in slope intercept-form with a table and a graph showing their understanding of equivalent representations of slope-intercept form.
- Kinesthetic learning 

Students working in pairs together to match the tables, graphs, and equations

Outline
- Pass out one sheet of paper per student or per pair
- Instruct students to cut out all squares
- Have individuals or pairs find the slope and y-intercept of all representations
- Instruct individuals or pairs to match the equivalent representations
- Have students glue trios into notebook or on a poster

Time estimate
- I had students working in pairs, cutting, matching, gluing on a poster, and decorating
- 30 minutes

Finished student poster

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