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\SUM IT ALL UP!
Summary: In this activity, students will engage in a meaningful review of previously learned material or new material. This plan will work very well in preparation for a test by giving the students extra practice. It will allow the students to see areas in which they might need clarification or areas in which they will need extra help. During this activity the students will be able to be active with their classmates, where they will be able to help each other in a peer on peer environment.Subject:
Math: Numbers, Operations, Patterns, and Relationships
Grade Level:
Target Grade: 6
Upper Bound: 7
Lower Bound: 6
Time Required: One 45 minute class period
Activity Team/Group Size: Groups of 3 or 4 students
Materials:
Package of 3x5 index cards
Scrap paper
Answer sheet (see attached file)
Pencil
Calculator (if needed)
Overhead of rules
Reusable Activity Cost Per Group [in dollars]: $0-2Expendable Activity Cost Per Group [in dollars]: $0
Learning Objectives:
The students will review how to add, subtract, multiply, and divide integers as well as decimals.
The students will review order of operations.
The students will review factors and multiples.
The students will review patterns and sequences.
Activity Introduction / Motivation: Ask the students how they prepare for tests? Ask them what type of habits do they have as far as reviewing? A review is generally a session used to help you prepare for something. It also helps you to know what you need to practice a little more. Tell the students the most important part of taking a test is to make sure they fully understand the material and not just going through the motions. They should know the reason why the get the answers as well as how. This activity works well because you can bring it out at anytime as a review to refresh the students memories on what has already been covered in the class. It can even be used when new material is being taught.
Preparation:
You can use the full 3x5 index cards for the questions or you can cut them in half. The questions and problems can be either handwritten or typed out and glued onto the index cards. You can also type out the questions and print them on regular 8.5x11 paper, then cut them down to whatever size you choose. The index cards seem to work best if you plan on using this activity more than once, especially if they are laminated. You should make up about 50-100 problem cards, each containing a different type of review problem. The cards should be numbered. Wherever you choose to place the card number is up to you.
Activity Setup:
Hand out a copy of the attached answer sheet to each group or to each student, it is your choice. Everyone in each group needs to have means to work out problems (scrap paper, pencil, dry erase board, etc.).
Activity Plan:
The method that you use to go over the rules is up to you. It seems to work well if you make an overhead copy of the rules and then go over them with the entire class. Then follow up by answering questions for clarity. There is a copy of the rules attached.
As for points, you can decide on how you would like to score the problems. Two points per problem would seem reasonable.
Divide the class up into groups of 3 or 4 students. Then number the groups in order. If there are 5 groups, the groups will be numbered Group 1, Group 2, and so on.
The activity should to be divided up into 2-3 rounds, with each round containing as many cards as there are groups. For example, if the students are divided up into 6 groups, there will be six cards handed out each round. The number of rounds you play will depend on the amount of time allotted for the class period
The students may use whatever means they have available to work out the problems (scrap paper, dry erase board, etc.)
All final answers must be written on the answer sheet. (boxes can be added or subtracted from to answer sheet as needed)
Each card was given a number during the preparation. These numbers tell the students where to write their answers on the answer sheet. For example, if Group 1 has card number 45, once they solve the problem, they would record their answer in box 45 on the answer sheet.
Start by handing out each group one card face down. Tell the students NOT to look at the cards until you tell them they can begin.
Once you give the signal to begin the game, the students can flip their cards over and proceed to solve the problem on the card.
Once a group completes the problem on the card, they must pass that card to the next group. For example, once Group 1 completes a card, they would pass it to Group 2. If there are six groups, Group 6 would pass to Group 1.
When the groups starting card is returned to them, that is the end of the round for that group. The activity is not a race; it is a means to practice problems for test or to aid in learning new material.
Repeat 7-11 for however many rounds you have time for.
At the end of the activity, you will need to leave time to go over the answers. You can decide how you would like to go over the answers. You would go over the cards that you used in the rounds.
Once the answers are given the groups should tally up their points. The group with the most points is the SUM IT ALL UP CHAMPS. The decision to give out prizes or just use the game strictly for review is completely up to you.
If you would like to create more of a challenge, a time limit can be placed on the card passing. So, after 20 seconds, regardless if the group has the answer or not, they have to pass the card to the next group.
Lesson Closure:
Ask the students if the felt the activity was helpful as far as reviewing information.
This activity could also be used to help aid in learning new material. It can also be played occasionally to review past material.
Assessment:
The students can be given a quiz or a review sheet that goes over the problems from the activity.
Vocabulary:
addition
subtraction
multiplication
division
order of operations
factor or divisor
composite
prime
multiple
common multiple
common factor
pattern
sequence
rounding
Prerequisites for this Lesson: (Optional)
Adding, Subtracting, Multiplying, and Dividing Decimals
Order of Operations
Patterns and Relationships
Basic Problem Solving
Lesson Scaling:
For advanced math students, the problems can be a little more abstract as they might see them on the TAKS and maybe seventh or eighth grade level problems can be used. For the regular math students, keep the problems simple and straightforward. A challenging question can be occasionally given to the regular math students to see how they handle it.
Sixth Grade Math TEKS:
6.1(D) Use exponents for prime factorization
6.1(E) Identify factors and multiples including least common multiple (LCM) and greatest common factor (GCF)
6.2(B) Use addition and subtraction to solve problems involving decimals
6.2(D) Estimate and round to approximate reasonable results and to solve problems where exact answers are not required
6.4(A) Use tables and symbols to represent and describe proportional and other relationships involving conversions, sequences, perimeter, area, etc.
Troubleshooting Tips:
Make sure students understand how the cards are supposed to be passed around. Running through a practice round will help students see how to follow the process. Once a card is passes incorrectly, the round can get a little messy and confusing. It is also an important lesson in following rules and paying attention.
Multimedia Support and Attachments:
HYPERLINK "../Factor%20Review/ANSWER%20SHEET.doc" Answer Sheet
HYPERLINK "../Factor%20Review/RULES.doc" ..\Factor Review\RULES.doc
HYPERLINK "Q&A.doc" Q&A.doc
Keywords:
order of operations
factor
composite
prime
multiple
pattern
sequence
review
Authors: Graduate Fellow Name: Altramese Roberts Teacher Mentor Name: Angela MonsivaisUndergraduate Fellow Name: Hannah ChildressDate Submitted: September 27, 2006Date Last Edited: September 28, 2006
Please email us your comments on this lesson: E-mail to HYPERLINK "mailto:ljohnson@cvm.tamu.edu" ljohnson@cvm.tamu.eduPlease include the title of the lesson, whether you are a teacher, resident scientist or college faculty and what grade you used it for.
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