https://padlet.com/demi_schrader/1pfjfybch5z7 en-us 2017-02-23 02:53:34 UTC 2023-03-03 07:51:44 UTC hello@padlet.com demi_schrader https://padlet.com/demi_schrader/1pfjfybch5z7/wish/155650525 -Shoe box
-2 toilet paper rolls
-Tape
-Paper (preferably laminated so the rule can be changed easily)
-Marker or pen (to write "in", "out", and "Rule")]]> 2017-02-23 03:11:08 UTC https://padlet.com/demi_schrader/1pfjfybch5z7/wish/155650525 demi_schrader https://padlet.com/demi_schrader/1pfjfybch5z7/wish/155651451 2017-02-23 03:21:55 UTC https://padlet.com/demi_schrader/1pfjfybch5z7/wish/155651451 demi_schrader https://padlet.com/demi_schrader/1pfjfybch5z7/wish/155651958 1. Tape one toilet paper roll to the top of the shoe box as the "in".
2. Tape one toilet paper roll to the bottom of the shoe box as the "out"
3. Tape on the "Rule" card.]]> 2017-02-23 03:27:20 UTC https://padlet.com/demi_schrader/1pfjfybch5z7/wish/155651958 demi_schrader https://padlet.com/demi_schrader/1pfjfybch5z7/wish/155654943         I would use the function machine I created to introduce the concept to my class. I would show them the visual and explain what the function machine does. I think showing them the real-life model of this machine is really going to help them understand a make a better mental image of what this looks like. It will also help them better understand what is happening to the number being put in. After introducing the purpose of the machine and how it works, I would explain to them that our job is to figure out what the rule of our function machine is. After this, I would tell them that I am putting the number 5 into the function machine. Next, I would tell them that the number we get out of the machine is 10. At this time, I would show them how to record the input and output values into an in-and-out box. This graphic organizer will be very beneficial to my at-risk math students.After we record the first input and output values, I would then ask students what they think happened to the number, or in other words, what they think the rule is. My guess is that some students will say the number was doubled, while other students may think the rule was +5. I would then ask them how we could figure out for sure what the rule is. I would lead them into thinking we should put another number in the machine and see what number we get out. After this discussion, I would have a student choose what number to put in. As an example, lets say the student chose the number 8. I would tell them that the number we got out is 16. I would then refer back to the rules they gave me and ask them which rules would still work and which rules would not work. This will help the students understand that just because a certain rule works for one input value, that it may not work for all input values and that you need to look at a few to test it so you can be sure. ]]> 2017-02-23 03:56:03 UTC https://padlet.com/demi_schrader/1pfjfybch5z7/wish/155654943 demi_schrader https://padlet.com/demi_schrader/1pfjfybch5z7/wish/155658807         This activity is a great way to practice identifying patterns and develop algebraic thinking. This is a game that can be played with two students. The teacher will need to create the cards for this game ahead of time and have the students cut them out. This game starts out with the first player drawing a card that represents the input value. The second partner records the value on in their in-and-out box. Then, player one draws a rule card. Instead of telling player two the rule, player one will apply the rule to the "in" value and tell player two the "out" value. Player two will then record that number in his or her in-and-out box. After recording, player two will get a chance to guess the rule. If the player gets the rule correct, they get 1 point. If the player is incorrect, player one draws another input value card, applies the rule, and then tells player two the output value. The player gets 3 chances to guess the rule. If the player does not get the rule, then it is now the other players turn to guess the rule. You could give the students a certain number of rounds to play. Whoever has the most points at the end of the rounds, wins!
        To differentiate this activity, you could change the rule cards to be more difficult or less difficult depending on the level of your students. Another way to modify this game is by giving students the input value and the rule and having them determine the output value.   ]]> 2017-02-23 04:41:43 UTC https://padlet.com/demi_schrader/1pfjfybch5z7/wish/155658807