Changes

• Determine values of variables in simple equations  

=='''Determine values of variables in simple equations'''==

• Grade Level 4

===Grade Level===

• Standards Addressed = 4.P.3  &  4.G.3

Level 4

• Preparation/Materials =

===Standards Addressed===

Materials: XO computer

4.P.3  &  4.G.3

Preparation: Set up the XO computer with Produce Puzzle activated. Then choose Level 1 (Easy)

===Preparation/Materials===

• Goals = (what students will do to meet standards)

====Materials:====

XO computer

====Preparation:====

Set up the XO computer with Produce Puzzle activated. Then choose Level 1 (Easy)

===Goals===

Goals is to understand what algebra does and why it is useful. The idea that the student can create an equation that to solve the value for each fruit. Using symbols of fruits allows student to determine that the value is consistant throughout.  

Goals is to understand what algebra does and why it is useful. The idea that the student can create an equation that to solve the value for each fruit. Using symbols of fruits allows student to determine that the value is consistant throughout.  

• Objectives = (how students meet standards)

===Objectives===

Using simple algebra, if the student see 2 different types of fruits two oranges and kiwi the student can determine that 2Oranges+1Kiwi=10. With one of the fruits value already given, the student can calculate how much is the missing fruit

Using simple algebra, if the student see 2 different types of fruits two oranges and kiwi the student can determine that 2Oranges+1Kiwi=10. With one of the fruits value already given, the student can calculate how much is the missing fruit

• Vocabulary = (new & review)

===Vocabulary===

Add, Subtract, multiply

Add, Subtract, multiply

• Instruction = (written description)

===Instruction===

For the first line:

For the first line:

1) Count how many Fruits of each kind are in that row equals to the number on the end

# Count how many Fruits of each kind are in that row equals to the number on the end

a. 2Orange+1Kiwi=10   

## 2Orange+1Kiwi=10   

2) If the given value for the fruit Orange is 2, we can determine the kiwi

# If the given value for the fruit Orange is 2, we can determine the kiwi

a. 2(2) +kiwi=10  

## 2(2) +kiwi=10  

b. 4+kiwi=10

## 4+kiwi=10

c. Kiwi=10-4

## Kiwi=10-4

d. Kiwi=6

## Kiwi=6

• Rationale = (explain why methods are used)

===Rationale===

To solve for the kiwi or for any fruit, those are the logical steps to solve for the value. If we know the total is 10, and the known values are two oranges which equal to 2 each, than we subtract that from the total, to get the number value of kiwi.

To solve for the kiwi or for any fruit, those are the logical steps to solve for the value. If we know the total is 10, and the known values are two oranges which equal to 2 each, than we subtract that from the total, to get the number value of kiwi.

• Supporting Materials = (Resources/handouts/books)

===Supporting Materials===

The previous example would be a great resource on the board or some visual reference so students can “figure out” how to impliment it on other steps.  

The previous example would be a great resource on the board or some visual reference so students can “figure out” how to impliment it on other steps.  

• Activities & Procedures = (estimate duration)

===Activities & Procedures===

Formulating equation: 5 minutes

Formulating equation: 5 minutes

Calculating given Values: 2 minutes

Calculating given Values: 2 minutes

Solving for missing Symbols: 3 minutes

Solving for missing Symbols: 3 minutes

Total should be 10 minutes for each question

Total should be 10 minutes for each question

• Lesson Closure = (written description)

===Lesson Closure===

This could be a good place to put more practice out so students can work on for homework. Closing remarks could encourage students to keep in mind when shopping for fruits, if it cost $2 for 3 apples, how much is each apple?

This could be a good place to put more practice out so students can work on for homework. Closing remarks could encourage students to keep in mind when shopping for fruits, if it cost $2 for 3 apples, how much is each apple?

• Standard Descriptions = (All content Standards)

===Standard Descriptions===

Student can understand how to formulate equations independently 

Student can understand how to formulate equations independently 

Determine how change in one variable relates to a change in a second variable, e.g., input-output tables

 

• Grade Level 4

• Standards Addressed = 4.P.6

 

• Preparation/Materials:

=='''Determine how change in one variable relates to a change in a second variable, e.g., input-output tables'''==

Materials: XO computer

===Grade Level===

Preparation: Set up the XO computer with Produce Puzzle activated. Then choose Level 1 (Easy)

Level 4

• Goals:

===Standards Addressed===

4.P.6

===Preparation/Materials===

====Materials====

XO computer

====Preparation====

Set up the XO computer with Produce Puzzle activated. Then choose Level 1 (Easy)

===Goals===

Goals is to understand what algebra does and why it is useful. The idea that the student can create an equation that to solve the value for each fruit. Using symbols of fruits allows student to determine that the value is consistant throughout. Changing the value of one symbol can change the total output

Goals is to understand what algebra does and why it is useful. The idea that the student can create an equation that to solve the value for each fruit. Using symbols of fruits allows student to determine that the value is consistant throughout. Changing the value of one symbol can change the total output

• Objectives:

===Objectives===

Using simple algebra, if the student see 2 different types of fruits two oranges and kiwi the student can determine that 2Oranges+1Kiwi=10. With one of the fruits value already given, the student can calculate how much is the missing fruit. If the student moves to the next problem, the values of each fruit is not the same anymore. The values of each fruit is different. Therefore, the total output at the end is different.

Using simple algebra, if the student see 2 different types of fruits two oranges and kiwi the student can determine that 2Oranges+1Kiwi=10. With one of the fruits value already given, the student can calculate how much is the missing fruit. If the student moves to the next problem, the values of each fruit is not the same anymore. The values of each fruit is different. Therefore, the total output at the end is different.

• Vocabulary :

===Vocabulary===

Add, Subtract, multiply  

Add, Subtract, multiply  

• Instruction:

===Instruction===

With the first problem:

With the first problem:

1) Count how many Fruits of each kind are in that row equals to the number on the end

# Count how many Fruits of each kind are in that row equals to the number on the end

a. 2Orange+1Kiwi=10   

## 2Orange+1Kiwi=10   

2) If the given value for the fruit Orange is 2, we can determine the kiwi

# If the given value for the fruit Orange is 2, we can determine the kiwi

a. 2(2) +kiwi=10  

## 2(2) +kiwi=10  

b. 4+kiwi=10

## 4+kiwi=10

c. Kiwi=10-4

## Kiwi=10-4

d. Kiwi=6

## Kiwi=6

Second problem:

Second problem:

1) Count how many Fruits of each kind are in that row equals to the number on the end

# Count how many Fruits of each kind are in that row equals to the number on the end

a. 5Orange+4Kiwi=80   

## 5Orange+4Kiwi=80   

2) If the given value for the fruit Orange is 6, we can determine the kiwi

# If the given value for the fruit Orange is 6, we can determine the kiwi

a. 5(6) +4kiwi=80  

## 5(6) +4kiwi=80  

b. 30+4kiwi=80

## 30+4kiwi=80

c. 4Kiwi=80-30

## 4Kiwi=80-30

d. 4Kiwi=50

## 4Kiwi=50

e. Kiwi= 50/4

## Kiwi= 50/4

f. Kiwi=12 ½  

## Kiwi=12 ½  

• Rationale:

===Rationale===

To solve for the kiwi or for any fruit, those are the logical steps to solve for the value. If we know the total is 10, and the known values are two oranges which equal to 2 each, than we subtract that from the total, to get the number value of kiwi. Going to another problem, the values of each item changes and the students realizes that the variable for each fruit is different therefore the outcome is different.

To solve for the kiwi or for any fruit, those are the logical steps to solve for the value. If we know the total is 10, and the known values are two oranges which equal to 2 each, than we subtract that from the total, to get the number value of kiwi. Going to another problem, the values of each item changes and the students realizes that the variable for each fruit is different therefore the outcome is different.

• Supporting Materials:

===Supporting Materials===

The previous example would be a great resource on the board or some visual reference so students can “figure out” how to implement it on other steps.  

The previous example would be a great resource on the board or some visual reference so students can “figure out” how to implement it on other steps.  

• Activities & Procedures:

===Activities & Procedures===

Formulating equation: 5 minutes

Formulating equation: 5 minutes

Calculating given Values: 2 minutes

Calculating given Values: 2 minutes

Solving for missing Symbols: 3 minutes

Solving for missing Symbols: 3 minutes

Total should be 10 minutes for each question. Then for another question would be another 10 minutes.

Total should be 10 minutes for each question. Then for another question would be another 10 minutes.

• Lesson Closure:

===Lesson Closure===

This could be a good place to put more practice out so students can work on for homework. Closing remarks could encourage students to keep in mind when shopping for fruits, if it cost $2 for 3 apples, how much is each apple?

This could be a good place to put more practice out so students can work on for homework. Closing remarks could encourage students to keep in mind when shopping for fruits, if it cost $2 for 3 apples, how much is each apple?

• Standard Descriptions:

===Standard Descriptions===

Student can understand how to formulate equations independently

Student can understand how to formulate equations independently