Making Math Accessible for All Students
Here is a link to a Jamboard for presenting the transformation (you click on the negative sign and rotate and slide it).
Here is a link to a video showing how this transformation. This video addresses the underlying concept of the transformation by showing an IOU being cancelled.
The introduction is presented on a Google Jamboard, to allow for movement in the pairing of inputs and outputs. It starts with analogies pairing of items using a gumball machine and a Coke machine and proceeds incrementally towards the various representations. The functions are contrasted with examples of relationships that are not functions.
Here is the link. To access the Jamboard, you need to make a copy.
The price or original price is presented as dollar bill. The bill is cut into proportional pieces to show the increase or decrease amount, visually, as a part of the original amount. The pieces can be moved around the Jamboard and replaced by other denominations.
The slides are presented in the slide show below. They are arranged in the following order. the slides show the different positions of the manipulatives, e.g., how the $20 bill is cut into discount and sales price.
Here is a link to the Jamboard. You must make a copy to access it.
The Jamboard has images of basic base 10 blocks. The background provides side by side tables for numbers and for blocks. Additional blocks are set aside for regrouping. Here is a FB Reel and a YouTube video showing how to use this artifact.
Here is a link. You need to make a copy to access it
Students are prompted to build an rectangular animal pen for some farm animals. The number of fences represents the perimeter. The number of squared segments of grass inside the pen represents the area.
The slides are presented below. This video shows how the manipulatives work.
Here is a link to the Jamboard. Need to make a copy to use it.
The activity is presented on a Google Jamboard, which provides manipulatives. It begins with a relevant context for students, money and being paid for a job. This allows them to engage the function using money. Before using numbers, they engage the work context through images. They are presented the table and then graph representations of the function before getting into the equation. Here is a FB Reel showing the movement of the images.
There are 3 categories of slides. Here is a description of each.
Here is a link to the Jamboard. You need to make a copy to access it.
The Jamboard can be individualized with Google Images. The can allow for context. In this example, maybe the context is there are 7 players and 4 have an injury or on COVID protocol and have to sit out.
The artifact also incorporates scaffolding, color coding, and manipulatives. Subtraction is an operation, which invokes a verb. The kinesthetic aspect of the manipulatives helps to unpack the concept of subtraction.
Here is the link to the Jamboard. You need to make a copy to access it.
The structure aligns with the group representation of multiplication. The # of items in each group is presented first as this aligns with unit rate and slope problems.
The steps are listed in each photo in the gallery below. Here is a Youtube and FB Reel video showing the steps.
Here is a link to the Jamboard. You must make a copy to access it.
The artifact is chunked to incrementally move from multiplication of whole numbers to whole number and fraction to multiplication of fractions. The representation of multiplication as number of objects in a group times number of groups is the structure used throughout. Cookies on a plate is the context used to draw upon prior knowledge and make the idea more concrete.
This serves as an introduction. Each chunk can be followed by practice before moving on to the subsequent chunk.
The Jamboard starts with a representation of multiplication as groups of objects, first with the number of objects in a group and the number of groups. This is presented first as cookies per person to connect to prior knowledge. Then presented per plate as the plate is subsequently used to model the fractions.
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First, whole number times a fraction is presented. This allows for a connection to prior knowledge and introduces fractions in this representation. There are still 6 cookies per group, but now there is only 1/2 a group.
The students can move the cookies onto the plate to see the group of objects. Then they can cut the group in half.
To help make sense of the fractions used in the multiplication of two fractions, the fractional parts of the cookies are presented first.
For multiplication of fractions, the process is the same. There is 1/4 of a cookie in each group, then there is 1/2 a group. As was done previously, 1/2 the group is removed. Conceptually, you can explain to the students that they have 1/4 of a cookie and they split it with a friend.
Here is a link to the Jamboard. You need to make a copy to access it.
