Title
Variables, Expressions and Word Problems
Skill
N/A
EBA Activity
Committee Style Debate
Claims
__________________ is the most important topic to create word problems for.
[Fill in the blanks with relationships between variables, translating
expressions, evaluating expressions, writing equations]
Procedure
Timing/Pacing
This is a standard committee debate, adjusted for allotted class time. For
example, cross-examination could be cut out so that there is sufficient time for
an overview, prep time and a decision.



Notes
This occurs at the end of the unit. Students should be able to represent
relationships between variables, evaluate expressions, translate
expressions, write mathematical sentences, write equations, and solve
word problems.
This activity takes one class period to assign groups, explain the debate
and prepare, plus at least one class period for the debate.
The committee debate can be completed in one class period with
modifications for time or extended over multiple class periods to focus
on particular aspects.

Committee Name: Word-Problem Writers of the World (WWW)

The committee has been asked to determine the most important topic to
create word problems for so that they can best impact education. They
will influence Pre-Algebra textbooks and standardized tests into the
future.

Make sure each group’s warrants collectively addresses the opening
statement requirements:
o Vocabulary from the unit in each warrant.
o Reference to evidence in the word problem packet.
o Relate the property to skills students may need in real world
situations.
Follow Up
Activities
To add a written component, this activity could be followed by an Essay PreWriting Activity discussing who won the debate and why.
Text
Standard Pre-Algebra Text, packet of word problems
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Debate Notes (Must complete these to get a grade)
Claim: What is the most important topic to create word problems for?
Group 1: Relationships between variables is the most important topic to create word problems for
Group 2: Translating expressions is the most important topic to create word problems for
Group 3: Writing equations is the most important topic to create word problems for
Your Introduction Should include:
Your Warrants Must Include:
o Vocabulary from the unit in each warrant.
o Reference to evidence in the word problem packet.
o Relate the property to skills students may need in real world situations.
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Group
Opening Statement (90 s)
Claim A
Introduction
Warrants:
1)
2)
3)
.
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Answers to Committee
Questions (2 min)
Questions for Other
Groups (2 min)
Answers to Other Group
Questions
(2 min)
Closing Statement (60 s)
Committee, you should
vote for Claim A
because…
Group
Opening Statement (90 s)
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Answers to Committee Questions for Other
Questions (2 min)
Groups (2 min)
Answers to Other Group
Questions
(2 min)
Closing Statement (60 s)
Claim B
Introduction
Warrants:
1)
2)
3)
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Committee, you should
vote for Claim B
because…
Group
Opening Statement (90 s)
Claim C
Introduction
Warrants:
1)
2)
3)
3)
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Answers to Committee Questions for Other
Questions (2 min)
Groups (2 min)
Answers to Other Group
Questions
(2 min)
Closing Statement (60 s)
Committee, you should
vote for Claim C
because…




Committee Member Guidelines
You are the judge in the round. Specifically, you will decide what bond we would be better off
being made primarily of.
Speakers may only present their arguments or ask questions when you call on them or permit
them to do so.
You are to be an unbiased and non-combative during the “Committee questioning” round.
Instead, you must ask probing and clarifying questions to gather information to help inform your
judging.
You must make sure that each group is allowed to ask at least two questions during the
“Attacking questions from other groups” round. The table below will help you in this task
Group
Tally of number of Questions allowed to
ask during Attacking Questions (At least
2 per group in total)
Claim A
Claim B
Claim C
Evidence Tally Sheet
Group
OS
CQ
Claim A
Claim B
Claim C
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AQ
QA
CS
Total
Evidence
Group
Claim A
Committee Questions
Claim B
Claim C
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Answers you found convincing
Committee Question sheet
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Committee Verdict Sheet
Decision (Claim) :
Decision (Warrants):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Group
Claim A
Misconceptions/Inaccuracies that You Caught
Claim B
Claim C
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Checklist for a Committee Style Debate
Check
Tasks -To be completed in order!
Our group has 3 warrants that support our claim.
Our warrants are clearly numbered 1 through 3.
We double checked that our warrants, when taken together,
address all of the requirements for the opening speech.
o Vocabulary from the unit in each warrant.
o Reference to evidence in the word problem packet.
o Relate the property to skills students may need in real world
situations.
We have completed our introduction to our group concept.
The introduction to our group concept covers the following
background information about the concept:
We each have a role in the debate, only the intro speakers
can share a role (remember only the question answerer
does not have prep time, everyone else will have time to
discuss their speech with their group first).
Taglines (3-5 word summary of a warrant) are prepared for
each warrant.
Our teacher has checked our warrants.
Bonus: We have questions ready for other teams.
Bonus: We have visual representations of our warrants.
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Individual Grading Rubric for Committee Style Debate
Points
Earned
Description
Possible
Citizenship and Participating in a Group
25
You helped your group members prepare for their part of the debate during group
prep time.
5
You listened to and did not interrupt other teams when they were speaking.
Individual Part of the Debate
10
Your warrants connected back to the overall claim that you are advocating for
15
You used evidence (text) during your presentation.
5
You introduce yourself, your group, and you spoke confidently, passionately, and
persuasively with your own sense of style/swag.
Flowing (Note taking)
20
You have warrants/key points from questioning listed in each block of notes.
Your Particular Role (if more than one role then grade yourself on the one you felt best about)
Opening statement presenter(s)
5
You numbered your ____ warrants.
15
Your 3 warrants clearly related to your group’s plan
Question Asker
10
You asked questions that exposed errors, set up arguments, or obtained admissions.
10
You specifically referenced your opponent’s numbered warrants.
Question Answerer
5
Your answers were spoken confidently.
15
You directly responded to your opponent’s questions using evidence that clearly
supports your overall claim.
Closing Speaker
10
Your closing statement was passionate, clear, concise, and summarized your group’s
strongest warrants.
10
You specifically told the judge why you should win the debate based on the strength
of your plan, your supporting warrants, and/or your responses to your opponent’s
warrants.
Committee Member
5
You were unbiased and non-combative during the “Committee questioning” round.
Instead, you must ask probing and clarifying questions to gather information to help
inform your judging.
5
You helped support an engaging debate by directing speaking turns and ensuring
that all teams were able to have at least two questions during the “Attacking
questions from other groups” round.
5
You upheld the honor and prestige of a judge.
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5
You wrote and provided a well-reasoned explanation of your verdict
100
_________ Total
Grading Criteria by Category
Points Possible Self Grade of A B
C
D
F
If 5
5
4
3
2
1
If 10
10
8
6
4
2
If 15
15
12
9
6
3
If 20
20
16
12
8
4
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