Integrated Lessons That Work
Teachers: Bob Droney, Rick Witt Vocational/Career Component: Measurement, Graphing Academic Component: Algebra - Linear Equations SOL/Competencies:A.5, A.6 Technology SOLS:
C/T 9-12.1 Demonstrate Knowledge of the nature and operation of technology systems C/T 9-12.2 Demonstrate proficiency in the use of technology C/T 9-12.3 Demonstrate knowledge of ethical, cultural, and societal issues related to technology C/T 9-12.4 Practice responsible use of technology systems, information, and software C/T 9-12.5 Demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity C/T 9-12.6 Use technology to locate, evaluate and collect information from a variety of sources C/T 9-12.7 Evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks C/T 9-12.8 Use technology resources for solving problems and making informed decisions C/T 9-12.9 Use a variety of media and formats to communicate information and ideas effectively to multiple audiences
Materials Needed: rubberbands, washers, paperclips, graph paper, tape, marker, graphing
calculator.
Students will… 1) Deternime how many washers are required to stretch a 6.5 cm rubberband to a
length of 30 cm's. 2) Create a chart and graph of the results. 3) Write the linear equation representing the data they develop. 4) Utilize the equation to predict the number of washers needed to stretch the rubberband to 30cm's. 5) Hopefully realize that equations/graphs have relevance, even to something as silly as stretching a rubberband. 6) Demonstrate their equation on a TI -83 graphing calculator with a corresponding table of relevant values weight and length.
Procedure: Students will be given a rubberband, 10 washers, paper clip, sheets of graph paper, tape, and a marker. The students will be put in pairs, given the noted materials, and asked to spend approximately 5-10 minutes trying to design a valid experimental method to investige the question of determining the # of washers needed to stretch their rubberband to 30cm's. The class as a whole will share the results of group thoughts until everyone is clear both mechanically and mathematically how to proceed in a valid manner, even though groups may/will approach it differently. After designing their measurement technique they will construct a table comparing # of washers and distance and then transfer that info.(ordered pairs) onto a graph. Using a line of best fit (if necessary) they will construct an equation to represent that line. As the students will not have sufficient washers to stretch the ruberband to 30 cm's they will need to use their equation to make a prediction. When completed, the class will discuss results from the different groups and hopefully discuss why different approaches may or may not have achieved the same resultl
Evaluation Procedures:
Class Participation
Bloom’s Level:
Create Apply Analyze
Marzano’s Strategies:
Nonlinguistic representation Setting Objectives/Providing Feedback Identifying Similarities and Differences
Check all that apply:
Evidence of Technology Varied Instructional Strategies Multicultural Goals Cross Discipline Character Education
Writing Across the Curriculum
Reflection on lesson: The goal of this lesson is less about rubberbands and washers
and more about the meaning behind linear equations and what they are able to represent. Additionally the value of an equation in predicting results was beneficial to some students.