Design properties
- Name
- Trade and value - solving equations
- Topic
- Math
- Learning time
- 1 hour and 30 minutes
- Designed time
- 1 hour and 31 minutes
- Size of class
- 40
- Description
- This is inspired by an Erasmus+ project: Cinemaths paradise - where we use films and let these inspire us to teach/learn math. Extracts from films are shown to the students as inspiration for why we need math and how math is in our everyday lives. http://cinemath.webnode.com/greece/math-and-movies/value-of-money/ You can make some of the activities indoor as well as outdoor.
- Aims
- The students learn about how money and solving equations became a necessity in our world. Trade with natural products in ancient times, what did people use as value in the beginning, things of value, silver/gold, money, exchange rates and solving equations.
- Outcomes
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- Knowledge The students know how to solve different types of equations, - including equations with two unknown items. Through modelling and hands on activities, students work with Geogebra (ICT) and pen and paper.
- Editor
- lambek
Timeline controls
Timeline
Trade
91 minutes)
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Read Watch Listen9As inspiration the I will show the students this short video extract from the Greek movie "Concursante."
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Discuss10What kind of items did people use as value in ancient times? (natural products, feathers, pearls, seashells, metal, coins, security paper, bank notes, etc.)
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Collaborate10The students will work in teams of four. Each student gets a colour: red, blue, green, yellow.. Equation - finding the secret numbers, (The value of the item) Each team will get three different items; 10 stones, 10 leaves 15 centicubes). Then I give the students a laminated template. (template nb. one - for simple equations) On one side you will see: pictures of: 2 pairs of pants, a t-shirt and three 20-Euro - banknotes. I ask the students to come up with as many solutions as possible about the prize for the pants and the t-shirt. (It is very useful to experience that solving equations can be done in many different ways. ) On the back side there is an empty template! Now the students built a new equation on the empty template.
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Practice10It is time that the students rotate at the tables: The students with the red colour stay at the table, the other three go to the next table. They solve the equation at the table. Create a new equation. The "green" student stay at the table - the other students move... and so on
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Produce12Create a story with one of the equations in your team and produce a small video, where you show the connection between math and reallife.
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Produce9Make a presentation with pictures and a short text, where you show the nescessity and development of money. You can use padlet or create a power point presentation. You may find pictures on the internet.
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Read Watch Listen8Template number two is given to the teams. It shows pictures of "two equations with two unknown items" - built with pictures of things from real life - not letters. On the back side there is an empty template meant for building "equations with two unknown" - The students still have the items from the first task. Building wimple equations.
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Investigate9Same method as for learning how to solve simple equations - the students rotate among the tables - one colour students stay at the table. The students built their own equations. The students move - solve the problem - the student who stayed at the table all ways know the answer :o)
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Practice9Use ICT. I teach my students to sove equations using Geogebra.
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Investigate5Solve the equations using pen and paper: I am going to use this teaching method at an Erasmus+ mobility meeting, taking place in Greece in December. At this point I will ask the students to show each other how they solve equations using pen and paper.
Notes:
http://cinemath.webnode.com/greece/math-and-movies/value-of-money/
Resources linked: 0
Learning Experience
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