Download Riddles

Spilling the Blocks!!!
In the container are various blocks of different
colors. What you are to do is shake up the container
and then spill the blocks on the desk.
- The red, white, purple, light green and
dark green blocks represent negative
numbers. For example: if you have 4 red, 5
white, 2 purple, 1 light green, and 3 dark
green blocks: you have (-15).
- The Black, Brown, Blue, Yellow, and Orange
blocks represent positive numbers. For
example: if you have 3 black, 2 brown, 5
blue, 4 yellow, and 4 orange blocks: you
have (+18).
- Now you must add your positive and
negative number together to get an
answer. In our example: -15 + 18 = 3.
- Each group must keep a record of their
tosses and the resulting addition problem
from each toss. You should take turns being
the “recorder” and the “spiller.”
- At the end of 10 rounds, your group should
come up with one GIANT addition problem (you
should be adding together your 10 answers
from each previous “spill.” to represent
your total score for this center.
Writing, (yes writing!)
about math
At this center you are to write a short
paragraph (at least 6 complete sentences)
explaining how using a number line can help
you decide if a negative number is smaller
or larger than another number. You should
draw a number line on the paper showing the
integers -10 through +10. You should use
this number line to help explain your
thoughts in your paper. After you are done
with this explanation, you should begin on a
creative writing assignment. You are to
write a poem or short story involving the
following: mathematics, positive and
negative integers and/or addition and
subtraction, the theme of “Out of this
world”/ “Math is Universal”, and you should
mention Core Team 5 somewhere within your
poem or short story.
Riddles
Look at the stack of note cards at this center. Use the clues
on each note card to determine what number the note card
is talking about. Use the corresponding sheet to fill out the
value of each note card. (All the note cards are lettered in
the top right of the note card, these letters correspond with
the sheet.)
Riddle Center
Please write down the number corresponding with each of the
following note cards:
Note card A: ______________
Note card B: ______________
Note card C: ______________
Note card D: ______________
Note card E: ______________
Note card F: ______________
Note card G: ______________
Note card H: ______________
Once you have solved every riddle, you can choose one to illustrate.
Your illustration must illustrate the riddle and should include the
number that the riddle is describing.
“Spill #”
Total
number of
positive
+
Total number of
=
negative (don’t forget to
label these numbers of
negative
Your score for this
spill
1
2
3
4
5
6
7
8
9
10
+
+
+
+
+
+
+
+
+
+

=
=
=
=
=
=
=
=
=
=
Playing cards. This game will be similar to the one the class
played yesterday, except the trick this time is that instead of
adding numbers, the students will be subtracting them.
Students will need to be in groups of at least three for this
center. Each group will be given a small deck of cards and
then each student will be dealt as many cards as possible so
that each student has an equal number of cards. The teacher
will explain to the students that each black card represents a
positive number and every red card represents a negative
number. Each student will place his/her cards in a stack face
down in front of them. The student to the right of the dealer
turns up one of his cards and says the number on his card. The
second student turns up a card and subtracts it from the first
student’s card, and says the difference of the two cards aloud.
This continues in a clockwise direction until everyone in the
circle has gone at least three times. (30 minutes)
Summary and Closure
2. Students will help clean up the room and then answer the following
questions as their exit ticket:
Q: What is a “fun fact” (basically a main point) about absolute
value?
Q: What is our general rule for subtraction that all of you should
have used during the card game today?
A: For subtraction just add the opposite of what you’re subtracting.
Q: Would you all like to participate in another center day? If so,
what did you like about today?
(5 minutes)
Homework
Students will complete the worksheet passed out at the end of class. (Play Ball
worksheet)
Lauren Berner
Thursday, June 28, 2007
Eighth Grade Math
Period: 2
Core Team: 5
Lesson 9 – Expressions and an introduction into 1-step equations
I. Behavioral Objectives
 Students will write algebraic expressions
 Students will compare different “buzzwords” to classify their
mathematical meaning
 Students will determine the differences between expressions and
equations
II. Instructional Materials
 Warm-up
 Poster paper
 Strips of phrases
 Exit tickets
 Homework
III. Instructional Procedure
1. Take attendance (1 minute).
2. The students will take their seats and begin the warm-up on the board:
What does it mean to express something? What could it mean in math,
or algebra? Students will write answers and then share them with the
class. Students will come up with a definition for expression.
MATHEMATICAL EXPRESSION: A group of characters or symbols
representing a quantity or an operation. Students should write this
definition in their notebooks on a clean sheet of paper. (6 minutes)
3. The students should get out their homework and have it on their desk.
The teacher will call students to board to write the questions along
with the appropriate answer to the problems on last night’s homework.
If a student gets a problem wrong the teacher will explain the correct
answer and why that is the correct answer. (6 minutes)
4. The teacher will explain that for the first part of today we will be
writing expressions, where we will take phrases and convert them into
expressions. The class will then compile a list of “buzz words” for the
class to refer to throughout the rest of the period. The teacher will ask
the students what words generally correspond with subtraction,
addition, multiplication, and division. Each student will work with a
partner to brainstorm as many words as possible. Each student will
share their “buzz words” and write their buzzwords down on the
board. The students will refer to this list through out the period. The
teacher will tell the students that she will type up the list and distribute
it tomorrow to the students so they can have it for future reference. (7
minutes)
5. Each student will work with their partner that they just brainstormed
with and as a pair they will be given 6 statements that they will be
responsible for turning into algebraic expressions. The students should
write these 6 phrases and expressions underneath their definition for
expression in their notes. Each pair will share their 6 phrases and
expressions with the class then. (10 minutes)
6. The teacher will ask the students what they think the difference
between expressions and equations is. The class will share their
responses and then the teacher will explain that: An equation is a
mathematical "sentence" that says that two things are equal; for
example 3x + 1 = 5 says that if you multiply x by 3 and add 1, you
will get 5. And an expression is a mathematical "phrase" that stands
for a single number; for example, 3x + 1 is an expression whose value
is three times the value of x, plus 1, whatever value the variable x
might have. An expression can also be a single number or variable,
since those have a numerical value. An equation consists of two
expressions connected by an equals sign. It can only be true or false.
An expression is never true or false, but just has a numerical value.
The teacher will explain this difference on the chalk board with a tchart. The students will then have to write down the definition of an
equation in their notes and write down the difference between an
expression and an equation in their own words in their notebooks. (5
minutes)
Summary and Closure
7. Students will answer the following question as their exit ticket:
Matt has a bank account with a current balance of
$382.24. Last week, the balance was $196.78. He made a
deposit into his account and forgot to write it down. How
much money did he deposit? Please write an expression
for this problem and then write an equation where you
circle the answer to the question of how much money
Matt deposited.
Homework
Students will complete the worksheet passed out at the end of class.
HOMEWORK
Name __________________
Date _____________
Directions: Please translate the following phrases (# 1 - # 4) into mathematical expressions.
1.) 10 less than a number
2) 2 less than a number
3) The sum of 8 and a number
4) Four more than three times a number
For #5 - # 8 please translate the following phrases into equations.
5) 10 less than a number is 5.
6) 2 less than a number is 4.
7) The sum of 8 and a number is 12.
8) Four more than 3 times a number is equal to 13.
9) Please fill in the chart below by giving definitions for expression and
equation and also giving two ways expressions and equations differ.
Expression
Equation
DEFINITON:
DEFINITION:
An expression is different from an
equation because:
1)
An equation is different from an
expression because:
1)
2)
2)