COOPERATIVE LEARNING Lessons
Lesson 1 (Algebra Lesson – Review of Linear & Quadratic Functions & Team Building)
Lesson Duration: about 60 minutes
Standards:
GETTING STARTED
Overview: Students will work in small teams to get to know each other while reviewing prior knowledge about linear and quadratic functions. For this lesson, students will engage in a team-building exercise called If You Build It….(one of the 10 team building games that promote critical thinking)
- Size of the teams: 4-5 students per team
- Assigning students to teams: Students will be placed into teams based on teacher knowledge of the student and (1) who they have not worked with before, and (2) what teams of students will help to push each other deeper in understanding.
- Team building exercise: If You Build It (This allows students to work together and compete against the other teams to create a creative image using both their mathematical understanding and knowledge of Desmos).
For this activity students will use the https://www.desmos.com/ graphing calculator. Students should be working on one screen so that they can all view the “final product” in the making and work as a team to build their image. Students will be given the following task:
If You Build It:
As a team, you have 25 minutes to use Desmos to create an image using only the functions and equations that we have learned about so far (linear and quadratic functions). The goal is for your creation to be the most creative out of all of the other teams in the class. When you present to the class, make sure to address: (1) How did you use linear and quadratic functions? (2) Why were some of the functions easier to use or more appropriate for your image? (3) What difficulties did you face in creating your image, and how did you overcome these difficulties? |
Here is a sample of a possible creation: https://www.desmos.com/calculator/lkkrh3mc9b
Here are some other Desmos images for students to get ideas for their If You Build It creations:
If you have never used Desmos, check out their twitter page @Desmos
One possible variation: have students create team logos on Desmos that represent their team.
- Room Arrangement: Students will sit at square tables with their group members (facing each other encourages student discourse and collaboration).
- Planning materials to promote interdependence:
- Materials interdependence: laptops, internet access for using desmos
- Information interdependence: previous notes on linear and quadratic functions
- Interdependence with other teams: presentations of student work
CONDUCTING THE ACTIVITY
- Assigning roles to ensure interdependence (if necessary two people can hold the same role):
- Facilitator: Makes sure students are addressing all parts of the task.
- Recorder: Keeps track of the creation process (what were the initial ideas, what questions did the group have, how did members come to an agreement, written solutions to the task questions, etc.)
- Manager/Encourager: Tries to make sure every member is heard and gives their input throughout the task.
- Time Keeper: reminds the group of the time limit and helps to make sure the task is complete in the given time.
- Explaining the academic task: Students will be told that the focus of the activity is to work together as a team to build their image and review linear and quadratic functions, equations, and graphing along the way.
- Structuring positive goal interdependence
- Produce one desmos product with each person signing their name.
- Provide team rewards – students can put their names (or team name) on the “math class superstars board”
- Structuring individual accountability
- Students will be directed to use their previous notes and tests to aid them in building their desmos creation.
- All students will need to be prepared to answer the task questions during the presentation. During work time, the teacher will randomly ask students in a group to explain their thinking and progress.
- During presentations, other teams can ask the students questions about the types of functions used in their creation or their process for creating their desmos image
- Explaining criteria for success: All students must be an active part of the creation and presentation process. All students should be able to see the connections between the functions and their created images.
- Specifying desired behaviors using the T-chart such as…
- Ask each team member to explain their thinking throughout the task
- Ask each team member to relate what is being created to prior understanding (linear and quadratic functions)
- Check to make sure everyone in the team understands the task and agrees with the created product that the team is developing
- Encourage everyone to participate
- Listen accurately to what all team members are saying.
- Encourage each team member to be an active participant in the learning process
- Be open to feedback and use constructive feedback to argue and defend ideas and possible solutions
- Teacher Role: Monitor students’ behavior by walking around, listening, posing questions, and being available to answer student questions. Acknowledge good group work skills and intervene on a dispute only when necessary.
CLOSURE AND EVALUATION
- Providing content closure to the lesson: Have students present their desmos image to the class and present their answers to the task questions. Allow time for the presenting team to answer student questions.
- Evaluating the quality of students’ learning: Formative assessment during the creation process, and making sure that each student shares something (has a voice) during student presentations.
- Assessing how well the team functioned: Formative assessment during the creation process. Students briefly journal about their experience with their team members and if/how they achieved success in completing the task.
Lesson 2 (Algebra Lesson – Exponent Rules)
Lesson Duration: about 90 minutes
Standards:
CCSS.MATH.CONTENT.HSA.SSE.B.3.C
GETTING STARTED
Overview: Students will work in small teams to complete a Jigsaw II Activity. For this lesson students will become “experts” on different exponent rules and then help their other group members also become experts.
- Size of the teams: 4-5 students per team
- Assigning students to teams: Students will be placed into teams based on teacher knowledge of the student and (1) who they have not worked with before, and (2) what teams of students will help to push each other deeper in understanding. (Same teams as Lesson 1)
- Team building exercise: Completed in Lesson 1
- Room Arrangement: Students will sit at square tables with their group members (facing each other encourages student discourse and collaboration).
- Planning materials to promote interdependence:
- Materials interdependence: laptops, internet access for videos
- Information interdependence: notes and activities for proving and practicing exponential rules.
- Interdependence with other teams: students become experts by working with other students who are also becoming experts on the same exponent rule (these are their expert teams) and then report back and share new information to their learning team.
CONDUCTING THE ACTIVITY
- Assigning roles to ensure interdependence
- Each student will choose to become an expert on one of the following topics:
- Adding/Subtracting with Exponents
- Multiplying & Dividing with Exponents
- “Power of 0 Property” and “No Negatives”
- Power to a Power
- Product/Quotient to a Power
- Each student will choose to become an expert on one of the following topics:
- Explaining the academic task: Students will be told that the focus of the activity is to work together as a team to build understanding of exponent rules.
- Students will each choose one of the expert topics and work within expert teams to complete an expert sheet. This will help students better understand the topic through watching instructional videos (youtube or Khan Academy), working on example problems, discovering proofs, and checking their progress with the instructor. Expert Sheets Linked Here
- After students feel confident with their understanding and have checked in with their instructor, each expert will come up with a “mini lesson” to help members of their learning teams understand their exponent rule. Students will be encouraged to use various teaching methods. They can demonstrate a problem using examples, helping students understand the proofs behind the exponent rules, they can use technology, or they can illustrate their ideas with diagrams.
- After students have had time to teach their mini-lessons, the teacher will lead a whole-class discussion, answer student questions, and go over some example problems (asking for student participation).
- During the whole-class discussion, the teacher may want to show the following youtube video for students to connect their understanding.
- Structuring positive goal interdependence
- Each person feels confident in their understanding of the content and prepared to share their expertise as well as gain new knowledge from their learning team.
- Provide team rewards – students can put their names (or team name) on the “math class superstars board”
- Structuring individual accountability
- Experts will be directed to build “mini lessons” for their peers to teach their learning team members about their exponent rule.
- All students will need to be prepared to answer questions about all of the exponent rules (including the ones where they were not the expert)
- Students will complete an individual quiz to assess their understanding of exponent rules and properties.
- Explaining criteria for success: All students must be an active part of the learning and teaching process. All students should be able to see the connections repeated multiplication and the exponent rules/properties.
- Specifying desired behaviors using the T-chart such as…
- Ask each team member to explain their thinking throughout the task
- Ask each team member to help make mathematical connections
- Check to make sure everyone in the team understands the content
- Encourage everyone to participate
- Listen accurately to what all team members are saying
- Encourage each team member to be an active participant in the learning process
- Be open to feedback and use constructive feedback to argue and defend ideas and possible solutions
- Teacher Role: Monitor students’ behavior and learning by working with expert teams, listening to student discussions, posing questions, and being available to answer student questions. Acknowledge good group work skills and intervene on a dispute only when necessary.
CLOSURE AND EVALUATION
- Providing content closure to the lesson: Have a whole-class discussion where students can ask further questions and check their understanding. Students will then complete a quiz to assess their understanding of exponent rules.
- Evaluating the quality of students’ learning:
- Formative assessment during the creation process, and making sure that each student shares their expertise during mini-lessons.
- Summative assessment in the form of a quiz to assess student understanding of all expertise topics. Quiz Linked Here
- Assessing how well the team functioned: Formative assessment during the learning and teaching processes.
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Providing content closure to the lesson: Have students present their desmos image to the class and present their answers to the task questions. Allow time for the presenting team to answer student questions.
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Hi, I really liked that you used Jigsaw II in your lesson 2. I think that having students become experts in certain areas and teach their peers could be really beneficial in a math classroom. I know that as a student I probably would have felt more comfortable asking questions of peers rather than in front of the whole class. I think it could also be good for students to see what goes in to teaching a lesson! Students may be able to learn how to organize a lesson, prepare for questions and be patient with each other.
Thanks Lauren! I couldn’t agree more.
Aud, I love how you grouped your students for the team building activity and the way set up student accountability. I think that structure is really important in a classroom and you set the roles out to make your expectations very clear. I can’t wait to see what your students produce from the activity!
For the exponent rules lesson, a fun idea for students might be to ask them to make their own exponent rule (or any prior content) song as an extra credit or extension assignment! The results are bound to be entertaining.
Thanks Amy!
I think your idea for the exponents lesson would be an awesome extension and my students would love it. Thanks for the feedback!
Great job on both of your lessons! I enjoyed reading through your Desmos activity with students getting the chance to make connections between art and mathematics. Here is an interesting read about STEAM learning: http://www.huffingtonpost.com/vidcode/the-importance-of-steam-l_b_9488898.html
– GB
Thanks Grady!
I really like the Huffington Post article about STEAM. Especially when it says, “Art education allows students to learn things in a more open ended way and make them applicable to real life. Arts and creativity are crucial to the sciences, technology and computer science.” I couldn’t agree more.
I love the team building activity. I know Ian has done something like this with his class before and it went really well. The only thing I might suggest, (depending on you focus for this activity) is to expand the 25 minutes to a full class period worth of time. I know I have created images before, and when exploring with it, they take time to make. But reat lesson.
Here are some pinterest ideas:
https://www.pinterest.com/search/pins/?q=desmos%20images&rs=typo_auto_original&auto_correction_disabled=true
Also a video explaining how to limit a functions domain and range on desmos for the images
http://support.desmos.com/hc/en-us/articles/203206915-Domain-and-Range-Restrictions
Thanks for the feedback and resources Cory! I agree that students may need a bit more time to design their images, however after working with desmos frequently during the linear functions unit they should be familiar with how to create their equations. I think that will be something that I will play by ear when implementing the lesson.