Structure
Title: Can you Find the Expression
Concept or Topic
1. Science: collecting data: Measuring techniques using a ruler metric scale,
Weighing materials on a triple beam balance, using a graduate cylinder for
liquid volume measurements.
2. Math: taking apart of bar graphs and line graphs and making a t-chart of the x
and y coordinates. Figuring out what makes the graph by understanding the
expression that made the graph. Students are to notice the patterns that makes
graph.
Description of Activity
The Expression graphs and finding the expression.pub is an activity where the
students have 7 activities to find the expression. A few of the activities involve
breaking down simple line and bar graphs to find the expression that makes the
graph. Also the students measure tablespoons of salt and weigh them, and again
asked if they can find an expression relating the weight(grams) of the salt to
tablespoon of salt. The students also measured out water in mL and weighed them.
Another activity is that the students will measure different tape, which are numbered
and as a certain order, and find the expression. This activity deals with a lot of
measurement practice and lots of thinking skills to find the expression.
Anticipatory Set
Can you find the expression?
State Standards
NO.2.6.3
Apply the addition, subtraction, multiplication and division properties
of equality to one-step equations with whole numbers
NO. 3.6.1
Apply, with and without appropriate technology, algorithms with
computational fluency to perform whole number operations (+, -, x, /)
NO. 3.6.3
Solve, with and without appropriate technology, multistep problems
using a variety of methods and tools (i.e., objects, mental computation,
paper and pencil.
A.5.6.1
Mode I, write and solve one-step equations by informal methods using
manipulatives and appropriate technology
A.5.6.2
Write simple algebraic expression using appropriate operations (+,-,x,/)
with one variable
A.5.6.3
Evaluate algebraic expression with one variable using appropriate
properties and operations (+,-,x,/)
A.6.6.1
Complete, with and without appropriate technology, and interpret tables
and line graphs that represent the relationship between two variables in
quadrant I Ex. Time and distance
Arkansas State std. Science:
NS.1.7.4
Construct and interpret scientific data using: data tables/ charts, Bar
and double bar graphs, line graphs
Materials
1. Salt
2. Water
3. Tablespoons
4. Triple beam balances (borrowed from science teacher)
5. Large buckets for water storage
6. Large bucket for salt storage
7. Pipet (borrowed from science teacher)
8. Graduated cylinders (borrowed from science teacher)
9. Plastic cups 9oz.
Prerequisite Skills
1. Understanding what a variable.
2. What is a constant
3. What is an expression
4. Understanding patterns,
5. Knowing the order of operations.
Pre/co requisite Skills: Using a triple beam balance
Key Questions (to prompt student thought about the lesson)
1. Can you find a pattern?
2. Can you relate the pattern to the expression?
3. Analytical technique of weighing material. Cup wt minus total wt. (total wt =
substance wt plus cup wt) will equal substances wt.
Management or Organization Suggestions
1. This needs one 70min class period and 30mins second-class period. One class
time for collecting data, and the second-class time to find the expression.
2. Stations: Water weighing stations you need 4 stations. Each station needs a
bucket of water, pipet, graduated cylinder, plastic cups, and a triple beam
balance.
3. Four salt weighing stations: each station will include a bucket of salt,
measuring spoon with tablespoon, plastic cups, and a triple beam balance.
4. Two stations for each different graph
5. Two stations for measuring different tape length.
6. Layout of classroom with different stations
Back of classroom.
Salt
station
Salt
station
Salt
station
Salt
station
Rotate students first to water
stations and salt station
Measuring tape
station
Expression
challenge Graph
station
Expression
challenge Graph
station
Turkey Graph
station
Turkey Graph
station
Measuring
tape station
After students
finish water
station and salt
station then
rotate them on
graph stations
and measuring
tape stations
Working
Graph station
Water
station
Working
Graph station
Water
station
Flower Graph
station
Flower Graph
station
Water
station
Water
station
Front of classroom
IF possible have all students work on weighing salt and water firsts and then rotate
them to the graphs. The weighing stations take the most time for data collection.
Procedure
1. Students are given Can you find the expression booklet made from publisher.
2. Students will work in pairs and travel to each station as suggested above.
3. Students will collect data by measuring or making t-charts and record their
data in the Can you find the expression booklet
4. Once the students have collected all the data from each stations, then the
students can work together or independently to find the expression for each
activity.
Discussion and Follow-Up Activities
Ask the students if they were able to find the expression. Ask the students if they see
why it is important to measure things carefully.
Assessment plan
Include specific questions or indicate worksheets.
Yes. Teacher went over the different activity. They were able to find the expression.
The students understood the difficulties of understanding that it is important to
measure items carefully.
Extension and Enrichment
Use more expression challenges problems. You can make more challenging graphs
using excel. You might want to include simple expressions with more than one
function.
Reflection: (include teacher input here)
What worked? The students were able to take apart the graphs and form a t-chart and
then come up with the expression from the data. They were able to understand the
meaning of measuring accurately matters in science.
What didn’t?
The hardest thing for the students was to measure salt and water. This took the most
time, but I believe it is because they are beginning to learn how to use measuring
devices and the students were not proficient in it yet.
What would you change? Changes were made between classes. We added more
stations for the water and salt from 2 to 4 station. We cut out the math warm-up to
have more time with the activity. By the time we had our last class, everything went
smoother.