Today we covered isolating variables by creating custom manipulatives.
Items used:
Paper
Marker
Play money
envelopes (you can find these at any craft store)
colored paper
Popsicle sticks
Setup
1. I created a set of number cards to help match the three times table with only one number per card. These have to be small enough to fit into the envelopes.
2. You can either seal and cut an envelope in half to create a pocket or buy one from a craft store. There should only be one variable per envelope. Since we are using Lego's we matched the letters to the colors of the Legos.
3. I wrote down "I don't know" on the colored paper. This helps kids see why it is much more efficient to use variables than having longer sentences. I also used this for the story to engage my son into the lesson. 4
See below for all the pieces needed to setup for the lesson.
Game
To play the game the parent must place the manipulatives in the form of "3a = 9."
In the envelope the answer will be placed, but the student must not look while this is being placed. To start I suggest beginning with a times table they are already familiar with, so they can get the hang of reversing the processes and using division.
In my first example I used the format "3a = 3" and showed him how to divide on both sides. It is important to use the Popsicle sticks and carefully arrange them so they are physically reaching for their tools and thinking about each step along the way.
Show them how to simplify each side, so if they see 3/3, they know this is equal to "one whole." To make this processes stick to your students long-term memory be sure to do this step the same way each time. We started simplifying from left to right.
Once they have isolated the variable onto the left, have your student pick up the envelope and see if they have the answer correct. If they have the correct answer, they get to choose from money from the bank or their toys. Each Lego piece is worth $1.00. If the answer on the left hand side of the equation is worth 3, then this is what your student gets to choose from. They can either have three dollars or three Lego pieces.
You can keep this process going until they reach the entire division table; but, I highly recommend taking a break at 45 minutes so they can absorb what they have learned.
Teacher Notes:
Because we are focusing on isolating variables for the first time, we are only using one coefficient and one variable. We will add more later; however, at this point it is important for them to establish knowing how to read the equation and knowing exactly what to do to isolate a variable. You can add more steps later, but for now keep things simple.
Items used:
Paper
Marker
Play money
envelopes (you can find these at any craft store)
colored paper
Popsicle sticks
Setup
1. I created a set of number cards to help match the three times table with only one number per card. These have to be small enough to fit into the envelopes.
2. You can either seal and cut an envelope in half to create a pocket or buy one from a craft store. There should only be one variable per envelope. Since we are using Lego's we matched the letters to the colors of the Legos.
3. I wrote down "I don't know" on the colored paper. This helps kids see why it is much more efficient to use variables than having longer sentences. I also used this for the story to engage my son into the lesson. 4
See below for all the pieces needed to setup for the lesson.
Game
To play the game the parent must place the manipulatives in the form of "3a = 9."
In the envelope the answer will be placed, but the student must not look while this is being placed. To start I suggest beginning with a times table they are already familiar with, so they can get the hang of reversing the processes and using division.
In my first example I used the format "3a = 3" and showed him how to divide on both sides. It is important to use the Popsicle sticks and carefully arrange them so they are physically reaching for their tools and thinking about each step along the way.
Show them how to simplify each side, so if they see 3/3, they know this is equal to "one whole." To make this processes stick to your students long-term memory be sure to do this step the same way each time. We started simplifying from left to right.
Once they have isolated the variable onto the left, have your student pick up the envelope and see if they have the answer correct. If they have the correct answer, they get to choose from money from the bank or their toys. Each Lego piece is worth $1.00. If the answer on the left hand side of the equation is worth 3, then this is what your student gets to choose from. They can either have three dollars or three Lego pieces.
You can keep this process going until they reach the entire division table; but, I highly recommend taking a break at 45 minutes so they can absorb what they have learned.
Teacher Notes:
Because we are focusing on isolating variables for the first time, we are only using one coefficient and one variable. We will add more later; however, at this point it is important for them to establish knowing how to read the equation and knowing exactly what to do to isolate a variable. You can add more steps later, but for now keep things simple.