Visual mathematics 1 SA web

COURSE I STUDENT ACTIVITIES This packet contains one copy of each Follow-up and of other activities used by individuals or pairs of students Group activities and sheets are not included Visual Mathematics, Course I by Linda Cooper Foreman and Albert B Bennett Jr Student Activities Copyright ©1995 The Math Learning Center, PO Box 12929, Salem, Oregon 97309 Tel 503 370-8130 All rights reserved Produced for digital distribution November 2016 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters, including those in this document, in appropriate quantities for their classroom use This project was supported, in part, by the National Science Foundation Opinions expressed are those of the authors and not necessarily those of the Foundation Prepared for publication on Macintosh Desktop Publishing system Printed in the United States of America DIGITAL2016 Student Activities VISUAL MATHEMATICS COURSE I LESSON Follow-up Student Activity 1.1 LESSON Follow-up Student Activity 2.1 LESSON Follow-up Student Activity 3.1 LESSON Follow-up Student Activity 4.2 LESSON Follow-up Student Activity 5.1 LESSON Follow-up Student Activity 6.1 LESSON 32 Follow-up Student Activity 32.2 LESSON Focus Student Activity 7.1 Follow-up Student Activity 7.2 LESSON 33 Follow-up Student Activity 33.3 LESSON Follow-up Student Activity 8.1 LESSON Follow-up Student Activity 9.1 LESSON 10 Follow-up Student Activity 10.1 LESSON 11 Follow-up Student Activity 11.1 LESSON 12 Focus Master A Follow-up Student Activity 12.1 LESSON 28 Focus Student Activity 28.1 Follow-up Student Activity 28.2 LESSON 29 Follow-up Student Activity 29.1 LESSON 30 Follow-up Student Activity 30.1 LESSON 31 Focus Master G Follow-up Student Activity 31.1 LESSON 34 Focus Student Activity 34.1 Focus Student Activity 34.2 Focus Student Activity 34.3 Follow-up Student Activity 34.4 LESSON 35 Follow-up Student Activity 35.1 LESSON 36 Focus Master A Follow-up Student Activity 36.1 LESSON 14 Follow-up Student Activity 14.1 LESSON 37 Connector Student Activity 37.1 Focus Student Activity 37.2 Follow-up Student Activity 37.4 LESSON 15 Follow-up Student Activity 15.1 LESSON 38 Follow-up Student Activity 38.1 LESSON 16 Focus Master A Follow-up Student Activity 16.1 LESSON 39 Focus Student Activity 39.1 Focus Student Activity 39.2 Follow-up Student Activity 39.3 LESSON 13 Follow-up Student Activity 13.1 LESSON 17 Follow-up Student Activity 17.1 LESSON 18 Follow-up Student Activity 18.1 LESSON 19 Follow-up Student Activity 19.1 LESSON 20 Follow-up Student Activity 20.1 LESSON 21 Focus Student Activity 21.1 Follow-up Student Activity 21.2 Follow-up Student Activity 21.3 LESSON 22 Connector Student Activity 22.1 Focus Student Activity 22.2 Follow-up Student Activity 22.3 LESSON 23 Follow-up Student Activity 23.1 LESSON 24 Follow-up Student Activity 24.1 LESSON 25 Follow-up Student Activity 25.1 LESSON 26 Follow-up Student Activity 26.2 LESSON 27 Follow-up Student Activity 27.1 LESSON 40 Follow-up Student Activity 40.1 LESSON 41 Focus Student Activity 41.1 Follow-up Student Activity 41.2 LESSON 42 Follow-up Student Activity 42.2 LESSON 43 Follow-up Student Activity 43.1 LESSON 44 Connector Master A Connector Student Activity 44.1 Focus Master B Focus Master C Follow-up Student Activity 44.2 LESSON 45 Follow-up Student Activity 45.1 Tools: Pattern Blocks Pattern for Base Five Measuring Tape Pattern for Base Ten Measuring Tape Base Five Area Pieces Base Ten Area Pieces Lesson Introduction to Visual Mathematics Follow-up Student Activity 1.1 NAME DATE Write a one to two page Mathography that describes your past feelings and experiences in math and that explains your hopes for this math class Include: • how you feel about math; • situations both in and out of school that were “important moments” for you because they affected how you feel about math; and • what you hope to gain from this class and what you hope to contribute My Mathography © The Math Learning Center Student Activities, VM Course I Lesson Student Activities, VM Course I Introduction to Visual Mathematics © The Math Learning Center Lesson Basic Operations Follow-up Student Activity 2.1 NAME DATE Problem + = 16 15 – = ì = 40 24 ữ = Draw a picture of tile and/or linear units to show the meaning of the problem Write a word problem whose solution is modeled by your picture (Continued on back.) © The Math Learning Center Student Activities, VM Course I Lesson Basic Operations Follow-up Student Activity (cont.) On grid paper, draw a diagram of tile or linear pieces to model the mathematical relationships in each of these situations a) Lewis saved $23 last week, which is $8 more than Joanne saved b) Adela sold times as many cookies as Josh, who sold 13 boxes c) LaTina planted a rectangular garden with area 32 square feet One side of the garden has length feet Next to each situation you modeled in Problem write a math question about the situation that could be answered by looking at your model Then give the answer to your question On a separate sheet write a letter to a friend who isn’t in your math class and tell him or her about the models your class explored for the four basic operations (add, subtract, multiply, and divide) Use clear diagrams and careful explanations to help them understand the meanings of each operation Student Activities, VM Course I © The Math Learning Center Lesson Visualizing Number Relationships Follow-up Student Activity 3.1 NAME DATE For each of the following equations, draw diagrams of tile that show the meaning of the expression on each side of the equals sign a) × = × b) (2 + 6) + = + (6 + 3) c) + = + d) × (2 + 3) = (3 × 2) + (3 × 3) e) × (5 – 1) = (2 × 5) (2 ì 1) (Continued on back.) â The Math Learning Center Student Activities, VM Course I Lesson Visualizing Number Relationships Follow-up Student Activity (cont.) Jamie wrote each of the following computations to describe his actions with tile For each computation, draw a diagram to show what you think Jamie’s actions were in the order he did them Next to each diagram, write an explanation of Jamie’s actions a) (7 + 9) – (3 + 8) b) + (4 × 2) c) (3 × (5 – 2)) + d) × (4 + 1) Separate each of these × 14 rectangles into smaller rectangles to show different ways to “see” that × 14 = 112 Find the area of each × 14 rectangle by adding the areas of the small rectangles a) b) c) Complete these number statements to show how you “saw” and computed the area of each rectangle above a) × 14 = Student Activities, VM Course I b) × 14 = c) × 14 = © The Math Learning Center 10005 30 05 05 10 Pattern for Base Five Measuring Tape 4405 2405 310 110 405 l Cut along all heavy lines Stop cutting Cut 2305 4305 2205 4205 305 3305 1305 320 120 205 Fold in shaded areas: 2105 4105 05 05 105 40 20 3405 1405 Flatten tab and wrap connection with scotch tape: © The Math Learning Center Student Activities, VM Course I Pattern for Base Ten Measuring Tape l Cut along all heavy lines Stop cutting Cut Fold in shaded areas: Flatten tab and wrap connection with scotch tape: © The Math Learning Center Student Activities, VM Course I Base Five Area Pieces Cut on heavy lines © The Math Learning Center Student Activities, VM Course I Base Five Area Pieces © The Math Learning Center Student Activities, VM Course I Base Ten Area Pieces Cut on heavy lines © The Math Learning Center Student Activities, VM Course I Base Ten Area Pieces © The Math Learning Center Student Activities, VM Course I Base Ten Area Pieces © The Math Learning Center Student Activities, VM Course I ... Activity 8 .1 LESSON Follow-up Student Activity 9 .1 LESSON 10 Follow-up Student Activity 10 .1 LESSON 11 Follow-up Student Activity 11 .1 LESSON 12 Focus Master A Follow-up Student Activity 12 .1 LESSON... Activity 13 .1 LESSON 17 Follow-up Student Activity 17 .1 LESSON 18 Follow-up Student Activity 18 .1 LESSON 19 Follow-up Student Activity 19 .1 LESSON 20 Follow-up Student Activity 20 .1 LESSON 21 Focus... Factors and Primes Focus Student Activity 7 .1 NAME No DATE Number of Rectangles Dimensions of Rectangles Factors of the Number 10 11 12 13 14 15 16 17 18 19 20 © The Math Learning Center Student