HOOP SHOOT - CHOOSE ADDITION & SUBTRACTION OR MULTIPLICATION & DIVISION

http://www.math-play.com/One-Step-Equation-Game.html

SOCCER MATH - ADDITION AND SUBTRACTION

http://www.math-play.com/soccer-math-one-step-equations-game/one-step-equations-game.html

MATH BASKETBALL - ADDITION AND SUBTRACTION

http://www.math-play.com/math-basketball-one-step-equations/math-basketball-one-step-equations.html

EQUATIONS PONG - ADDITION, SUBTRACTION, MULTIPLICATION & DIVISION

http://www.math-play.com/math-basketball-one-step-equations/math-basketball-one-step-equations.html

EQUATIONS JEOPARDY - ALL OPERATIONS

http://www.superteachertools.com/jeopardy/usergames/Nov201046/game1289891709.php

1-STEP EQUATIONS

http://www.quia.com/ba/36544.html

## Monday, November 25, 2013

### MULTIPLICATION & DIVISION EQUATIONS

Today we are working on Multiplication & Division Equations. Because we have a SUPER short week we have to make sure we come back from our break knowing how to solve all types of equations.

Here are a few examples of how the problems can be written. Also how everyone should be SHOWING THEIR WORK.

After we discussed the examples on the board (in the picture) these problems were given to each student to work. Afterwards students were given the 9 problems to practice. Lastly we went over them all in class before the homework was assigned.

Here are a few examples of how the problems can be written. Also how everyone should be SHOWING THEIR WORK.

After we discussed the examples on the board (in the picture) these problems were given to each student to work. Afterwards students were given the 9 problems to practice. Lastly we went over them all in class before the homework was assigned.

## Thursday, November 21, 2013

### SOLVING ALGEBRAIC EQUATIONS - ADDITION

Here is our current target. This will stay up until we have mastered addition, subtraction, multiplication, & division equations.

To get everyone ready to solve equations we began by working some very simple number sentence problems like:

Students were quick to tell me the answer was 4. I then asked them to explain why the answer was 4 and to be able to tell how they figured this out. Here are their answers

- I counted up from 5 to 9
- I subtracted 9 - 5

All perfect answers. I explained that the subtraction was the best choice because not always are we able to count up easily because of fractions, decimals, or really big numbers.

We then inserted a variable into a number sentence problem and students realized they had been thinking algebraically for a long time.

For our 1st day working on addition equations, my main goal was getting students to show their work correctly. So I showed two examples with work shown. This is what I expect to see on their homework.

### IS IT TRUE???????

Does the given solution make the equation or inequality true?

Here is our posted Target for the topic.....

Here is our posted Target for the topic.....

## Friday, November 15, 2013

### FINDING EQUIVALENT ALGEBRAIC EXPRESSIONS

Equivalent expression activity
All kids were given an expression. Everyone had to simplify the expression if possible. When that was complete students were directed to find their equivalents. These expressions may look different but when simplified look identical. Students found that multiple expressions can be equivalent.
Expressions used in activity:
Here are a few pictures from one of my classes.

### CREATING EQUIVALENT ALGEBRAIC EXPRESSIONS- HOMEWORK

Today each class was responsible for creating their own worksheet. Each group was asked to create an algebraic expression. I wrote each of the expressions on the board and then students copied them onto their worksheet.
Column 1- Expression #1
Original expression
Column 2- Expression #2
Simplified expression
Column 3- Expression #3
Another equivalent expression

### INPUT, OUTPUT, WHAT'S THE EXPRESSION?????

When talking about input and output, I use a wood chipper to help students understand the concept. We have all seen a wood chipper at some point in our lives and know that a tree limb goes in the machine, something happens to it and out come wood chips. This is the same for input and output. We substitute a value for the variable (tree limb), use the order of operations to simplify the expression (wood chipper), and then we get the answer (wood chips).

## Tuesday, November 12, 2013

### EQUIVALENT ALGEBRAIC EXPRESSIONS

Are they equivalent?
6(4x + 3y)= y + 2(6x + y) + 9x + 3(x + 5y)
***Simplify (using the distributive property and commutative property) the expression on each side of the EQUAL sign***

## Monday, November 11, 2013

### SUBSTITUTING VARIABLES

## Friday, November 8, 2013

### VARIABLE SUBSTITUTION

Today in class students were introduced to substitution. It seemed like all our hard work practicing combining like terms and understanding what the expressions mean has payed off. We began by practicing with set #1 which were very basic and then moved on to set #2 which got a little more difficult. Set #3 required students to remember the order of operations.

## Monday, November 4, 2013

### DISTRIBUTIVE PROPERTY + COMBINING LIKE TERMS

Some groups practiced the distributive property. I created a formula so kids could just plug in numbers and simplify

### LIKE TERMS PYRAMID

SORRY MY POSTS ARE OUT OF ORDER. THIS IS WHAT HAPPENS WHEN YOU GET BEHIND.

This activity was given to all students to make sure they could correctly identify like terms.

This activity was given to all students to make sure they could correctly identify like terms.

### HUMAN ALGEBRAIC EXPRESSION - SORTING LIKE TERMS TO SIMPLIFY

In this activity each student was given a note card. Cards were pre-labeled (by me) with different terms, either an x, y, xy, y3, x3, m, or w. Students were instructed to add a

After we recorded their very long expression on the board students began to brainstorm on ways to shorten or simplify the long expression. They determined that the

Afterwards students wrote the following notes from the board.

**Coefficient****to their terms if they did not have a constant.**After we recorded their very long expression on the board students began to brainstorm on ways to shorten or simplify the long expression. They determined that the

__Commutative Property of Addition__would allow them to change the order of the terms so they could group the**together.**__Like Terms__Afterwards students wrote the following notes from the board.

## Friday, November 1, 2013

### COMBINING LIKE TERMS - PRACTICE

IDENTIFYING LIKE TERMS

Like Terms Quartet

http://themathgames.com/our-games/like-terms-games/like-terms-quartet/league_-1/country_-1/countryNumber_-1

RJ Collects Like Terms

http://themathgames.com/our-games/like-terms-games/rj-like-term1/league_-1/country_-1/countryNumber_-1

Like Terms Invaders

http://www.xpmath.com/forums/arcade.php?do=play&gameid=92

COMBINING LIKE TERMS

Combining Like Terms Game

http://www.quia.com/rr/195128.html?AP_rand=858748981

Like Terms Quartet

http://themathgames.com/our-games/like-terms-games/like-terms-quartet/league_-1/country_-1/countryNumber_-1

RJ Collects Like Terms

http://themathgames.com/our-games/like-terms-games/rj-like-term1/league_-1/country_-1/countryNumber_-1

Like Terms Invaders

http://www.xpmath.com/forums/arcade.php?do=play&gameid=92

COMBINING LIKE TERMS

Combining Like Terms Game

http://www.quia.com/rr/195128.html?AP_rand=858748981

## Thursday, October 31, 2013

### WOZERS IM BEHIND!!!!!

Sorry guys, since we returned from Fall Break we have continued working on our Algebra Unit over expressions and equations.

1.) Order of Operations

2.) Reading and Writing Expressions

3.) Identifying and Combining Like Terms

## Friday, October 4, 2013

### SHAKE, RATTLE, & NOT ROLL

More and more multiplication. We are still working towards multiplication fact mastery. There is a lot of shaking, a lot of rattling, but no rolling today. Our 12 sided dice are trapped inside a rubbermaid container. This way they won't be rolling off desks and on to the ground.

## Thursday, October 3, 2013

### MULTIPLICATION FACTS

__Today in class students are continuing to work on their handmade flash cards as well as rolling dice to practice multiplying.__

**We have to know our multiplication facts.**
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