This post shows the use of Google Slides to develop the concept of subtracting integers.
Google Slides can be accessed here. Make a copy to use and edit it.
Google Slides can be accessed here. Make a copy to use and edit it.
Here is a link to a FREE copy of the Google Slides.
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 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 Jamboard activity involves using moveable variables as manipulatives to provide a hands on approach to learning the rules. The first slide presents the idea of exponents as repeated multiplication. The Product and Quotient Rules use the manipulatives approach to unpack the underlying concepts of the rules. Note: there are set problems followed by blank templates. Here is a FB Reel and a YouTube video showing how this works.
Make a copy to access the Jamboard
The following images are from a Jamboard. Here are accompanying videos on FB Reels and Youtube showing how this works. There are 3 sets of images (or chunks) loosely following a CRA appoach and all referring to the same two situations.
The activity starts with a couple of classroom votes using thumbs up and down.
This is followed by scaffolding to focus on how the voting works through a comparison of the quantity of thumbs up vs down.
This section introduces thumbs as counters for integers, which is a common instructional strategy (yellow for positive and red for negative). The scaffolding is the same.
Finally, references to thumbs is replaced with the integers values. The thumbs tokens are maintained to allow for continued concrete representation.
To access the Jamboard you must make a copy.
Here is a Jamboard to introduce volume and units of volume. (See photo at very bottom for making a copy to edit.)
The students start with building an animal pen and shading in the space inside. The hands on approach and connection to prior knowledge of a fenced in area for animals sets the stage for actual measurement units in subsequent slides.
The photos below show how students will count out meters and square meters, adding a formal layer to the fence they built previously.
The following slide provides an entry point to understanding volume and units for volume. The students count out cubes, building on the counting of meters and square meters. The cubes were created using WORD Paint 3D. Here is an article I used to create these. For the grid that is tilted, I used functions on WORD – see this document. (I could have used Paint again.) I then show them the prism that is created but I am not discussing shapes yet to keep the focus on the concept of volume.
I then have students recreate the volume using NCTM’s Illuminations activity called Cubes.
Finally, I show examples of volume and move from cubic units to liters (litres – as I was initially teaching this lesson to a 5th grade class in India).
Make a copy and you can edit it.
Here is a Jamboard (see photo at very bottom for how to make a copy to edit) that presents like terms as visual manipulatives and then eases into the symbolic form – the “mathy” stuff. The following shows each slide as is and how it looks after completion.
Start with two groups of common items, pull them together because they are alike, and compute the total. This slide is designed to introduce the students to how the manipulatives work for this Jamboard and to introduce them to the concept of like terms.
This slide introduces actual like terms. It is the “mathy” representation of the previous slide and is the most basic form of simplifying algebraic expressions. (The phrase, simplifying algebraic expressions, can be introduced later to allow the focus to remain on “like terms.”)
This slide introduces different types of terms at a conceptual level and how they are rearranged into like groups. It also introduces the use of a binary operation between the two groups of terms (vs adding everything together as the students are wont to do). This slide also establishes color coding by like terms, which is useful for when the work shifts from concrete form (manipulatives) to abstract form (written symbols).
This is the mathy version of grouping by like terms. This slide is crucial as it presents the Associate Property with the binary operation symbols acting for a moment as unary operations. In other words, the addition symbol follows the 2b, the 4t, and the 1b before latching on to another term. It is easier to address this while all operations are addition. Present the original problem as an algebraic expression and not individual pieces “3t plus 2b plus 4t plus 1b”. NOTE: I keep the coefficient of 1 to reduce task demand – one less thing to think about. I address the implied coefficient of 1 after students have had ample exposure to like terms.
The use of 1 dollar bills is intended to introduce constants. I fluctuate between whether to write the terms for the bills with or without units (4 dollars vs 4).
At this point, I suggest giving students independent practice with expressions that have addition only before moving on to the following slide.
This slides shows how I introduce subtraction and negative terms. The image shows a woman eating a taco, hence it cancels one of the tacos.
I present the eating 1 taco image as a negative, with the terms separated as opposed to being an expression. This allows the students to see the “-” symbol as a unary operations (negative) and then as a binary operations (subtraction). In other words, they see the symbol “attached” to the term. It is a prelude to the use of the Associative Property with subtraction.
The new image is of a person eating a burrito. The slide introduces the concept of the negative term in the Associate Property.
**The students are now presented with the what is likely the most challenging aspect combining like terms, which is the “-” fluctuating between being a unary and binary operation. The original problem is again presented as an algebraic expression, “2b minus 2t plus 4t minus 1b”. The minus 2t is converted into negative 2t while the minus 1b is converted temporarily converted into negative 1b as it is moved, but then is converted back into minus 1b. This is the opportunity to unpack this situation. You redo the problem with the 4t minus 2t and negative 1b + 2b (and add the plus symbol) as part of the discussion. You can also duplicate this slide and revise into different problem.**
The next two slides have the color and the “?” sticky note faded. They can duplicate an existing sticky note to record the final answer (or you can add in the “?”).
Finally, students are presented static algebraic expressions. I return to color coding as this is a support they can take with them to handouts. Eventually, the color is faded on the handouts, but they can still use shapes to indicate the different types of terms.
Copy the Jamboard and to edit and use it.