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Lesson: Introduction to Algebra tiles Grade: 8th Big Idea: To investigate the properties of Algeblocks. Establish classroom procedures for the use of manipulatives. Objectives: Students will use manipulatives to Model the addition of two positive numbers Model the addition of two negative numbers Solve word problems using addition of two integers Multiply and divide integers in context PDE Standards: 2.2.B, 2.8C, 2.4B, 2.5B Materials: Laptop computer Algeblocks Pen or pencil Copybook or loose leaf Launch: (10 min) To begin the class Objectives and agenda on written on board Have the students groups set up Have words to know and their definitions on board o Manipulative o Integers o Algeblocks I will ask the students if they use any kind of manipulatives in their everyday experiences. (Pause 20 seconds) Bring up money and how each coin represents a number i.e. Penny = 1 Nickel = 5 Dime = 10 Quarter = 25 Half dollar = 50 1 dollar bill = 100 Ask them how many and what coins they would use to get different amounts. 96, 125, 13, 10, 37 Ask them if they could get the same amounts with different coins. (Discuss) Lesson: (30 min) Have the students break into the prearranged groups of 2 and hand out the computers. Tell the students to go to the website http://nlvm.usu.edu/en/nav/topic_t_2.html. Explain to the students what they will be doing, addition, subtraction, multiplication and division using the algebra balance scales. Four Steps for Solving Simple Linear Equations In order to solve an equation, follow these steps: 1. Simplify both sides of the equation by using the distributive property and combining like terms, if possible. 2. Move all terms with variables to one side of the equation using the addition property of equations, and then simplify. 3. Move the constants to the other side of the equation using the addition property of equations and simplify. 4. Divide by the coefficient using the multiplication property of equations. I am going to demonstrate a simple linear equation on the board first. Let them know that the idea is to isolate the variable “x” by itself on one side of the equation. 6x + 9 = 3x – 6 add -3x to both sides 3x + 9 = -6 add -9 to both sides 3x = -15 divide both sides by 3 x = -5 The students will be using virtual manipulatives from the website http://nlvm.usu.edu/en/nav/topic_t_2.html. Have the students click on the icon for algebra balance scales. Have the students click on the create problem icon. Have them put in 6x + 3 = 3x + 6 Walk them through the first problem. (ans. x=1) Tell them then to hit the new problem icon and solve the problem. Have each group do 5 problems. Next have the students exit that web page and click on the algebra balance scales negatives icon. Then the icon create problem and have the students type in 4x-3=x+6. Walk them through the first one. (ans. x=3). Have the students solve 5 more problems. While the groups are working, walk around the class and observe and ask questions. When isolating the x-blocks to one side does the order in which you move the integers and variables matter? Summation: Let the students know that algebra tiles or algeblocks are tools that assist a student to visualize what is going on in an equation. And that for some it is the first step to understanding linear equations. It is easier for some people to physically see the problem before them, Assessment: Do worksheet for homework. I want them to try the problems at home and if they need to use the website to help them they may. Homework a) x – 4 = 1 b) 3x – 8 = 13 c) x + 1 = 9 d) 2x + 1 = 11 e) x – 6 = 4x + 6 f) x + 1 = 3x + 1 g) 2x – 3 = -9 h) x + 1 = 5x - 7