Reflection: Diverse Entry Points Number Tricks - Section 3: Algebra Tiles and Number Tricks


These number tricks are already differentiated, since students can choose their one numbers to test them.  During this first problem some students chose various whole numbers, while other students chose fractions and decimals.  I called on a student to share out their step by step calculations using her starting number of ½.  I called on another student to share out their calculations using his starting number of 0.62. 

One student raised his hand and asked, “Would this trick work with negative numbers?”  I told students we would try it out using a starting number of -3.  Since we had used yellow and red counters in unit 3, I showed students how we could use the red side of the unit blocks to represent -3.  We went through each step.  The last step involved 0 – (-3).  I made a connection to the lesson we did about Adding and Subtracting Integers on a Number Line adding and subtracting integers involving football on the number line.  Using the football analogy, the negative team got the ball at the 0 yard line and got pushed back (away from their end zone) 3 yards.  This meant that they ended at the 3 yard line.  This showed that the number trick even worked with negative numbers.

  Fractions, Decimals, & Negative Numbers
  Diverse Entry Points: Fractions, Decimals, & Negative Numbers
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Number Tricks

Unit 6: Expressions, Equations, & Inequalities
Lesson 15 of 20

Objective: SWBAT: • Define and identify inverse operations • Represent number tricks using algebra tiles • Explain why number tricks work using algebra tiles

Big Idea: Why do these number tricks work? How do these tricks connect to inverse operations? Students work with algebra tiles to understand how and why these number tricks work.

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4 teachers like this lesson
Math, Algebra, Expressions (Algebra), 6th grade, master teacher project, inverse operations
  50 minutes
unit 6 15 image
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