3 views

Uploaded by api-434662376

- Problem 2.119
- henderson system of inequalities introduction - 9th grade
- ode intro
- algebra1section7 3
- Rubric s
- cmp3 nyc gr8 scope and sequence
- Chapter 1
- algebra strand 3
- The inversion of sucrose
- Chapter 1.1 – 1.8 Quiz
- Mathematics and Its History
- Topic 4-Modulus Function
- Equations With Defined Variable
- digital unit plan template
- OBJECTIVE MATHEMATICS for IIT-JEE {Mains/Advance}
- Graphing Unit 1 Packet
- Discussion- Design for Eccentric and Inclined Loads on Bolts and Weld Groups
- m6u4 parent letter
- A level 2015 past paper
- RPH M15 2016

You are on page 1of 11

Aurora Turmelle

Description

Grade Range: 6th to 12th.

squares and rectangles) that can be used to express various

algebraic function, ranging from pre-Algebra to Algebra II.

“x”), and are red and green in color. Green represents a

positive variable, and red represents a negative variable.

Squares, on the other hand, represent constants (i.e “1”),

with yellow being positive, and red being negative.

Pictures

Connection to Research

Results of Using Algebra Tiles as Meaningful Representations of Algebra

Concepts.

This article discusses the impact that Algebra Tiles (physical manipulatives) play in

student’s understanding of Algebra, and their perception of their ability to solve

problems. Since often times manipulatives are underused in secondary classrooms, this

article explores the impact that Algebra Tiles have on students’ learning. Specifically,

this article details that, though Algebra Tiles are great for helping students visualize

the math they’re doing, it doesn’t not have an impact on grades. However, Algebra Tiles

offer students a toolset they can use to solve problems, which can lead to increased

grades. Further, this article details that, after continued use of Algebra Tiles in

conjunction with their math classes, students begin to feel more confident in their

ability to solve problems, as the new skill they learned through its use allowed them to

visualize and better understand what they are trying to solve for.

Common Core State Standards

CCSS.MATH.CONTENT.6.EE.A.3

Apply the properties of operations to generate equivalent expressions.

CCSS.MATH.CONTENT.7.EE.B.4

Use variables to represent quantities in a real-world or mathematical problem, and construct simple

equations and inequalities to solve problems by reasoning about the quantities.

CCSS.MATH.CONTENT.8.EE.C.7.B

Solve linear equations with rational number coefficients, including equations whose solutions require

expanding expressions using the distributive property and collecting like terms.

CCSS.MATH.CONTENT.HSA.REI.B.3

Solve linear equations and inequalities in one variable, including equations with coefficients represented

by letters.

Instructional Procedure

1. Introduce Algebra Tiles to the class, and explain their purpose of being a

physical representation of variables and constants.

2. Demonstrate in front of the class what each piece represents, and how to use

them to depict a [set of] linear equations.

3. Guide students through solving linear equation; demonstrate how to represent

the equation while having the students do the same with their own set.

4. Put a [practice] set of equations on the board for students to independently

recreate with their set of Algebra Tiles, and to solve for. During this time,

the teacher should monitor student understanding by moving around the room and

checking in with students.

5. After students have worked on their practice problems independently, introduce

students to the online Algebra Tile manipulative, how to use it, and how to

access it from home.

Technology Applications

Technology Applications Cont.

From the National Council of Teachers of

Mathematics, this online Algebra Tile

manipulative is a great tool for

students to use if they don’t have

access to a physical set of tiles. Also,

this is a great alternative if teachers

either don’t have tiles, or don’t have

enough sets. Further, this online

manipulative gives student the option of

using virtual tiles over physical (as

may be their preference), and could act

as an alternative for students who may

struggle with fine motor skills.

Assessment Methods

Algebra Tiles can be used as a formative assessment, in which the teacher can

check students progress by monitoring their understanding of Algebraic

functions during class time. By providing various types of Algebraic problems

for students to work on, the teacher can observe understanding by doing

frequent check-ins with students to ensure correctness and accuracy, to

discuss their strategy for solving the problems while they use the tiles, and

to help students develop confidence in their ability to solve algebraic

problems.

manipulative to solve various kinds of problems, in which they explain how to

use the manipulative, and their strategy for solving problems using the

manipulative.

Personal Experience

Though I did not use these when I was learning Algebra, I really wish I would have!

As a visual learning, I sometimes have a hard time to figure out why the teacher is

doing something, or where they came up with a number (especially when they skip

steps). Therefore, I feel that Algebra tiles will make a great addition to any

Algebra class, as they allow students to physically see and manipulate the

relationship between balancing equations, the relationship of adding and subtracting

negative numbers, as well as the importance of ratios.

In the future, I can see myself using Algebra Tiles as a fun way to first introduce

the topic of linear equations, as it can sometimes be difficult for students to

understand what individual parts of an equation mean. Further, I would like to have

them be a rolling option for students to use when dealing with equations, as solving

for x gradually becomes more difficult, and I feel that having access to something

they understand and have worked with previously can help clear up any confusion as

to how do the math.

References

Balka, D. S., & Boswell, L. (2017). Working with Algebra

Tiles: Grades 6-12. Rowley, MA: Didax Educational

Resources.

http://www.didax.com/easyshapes-algebra-tiles-35-pieces.html

Tiles as Meaningful Representations of Algebra Concepts.

Retrieved January 26th, 2019, from

https://files.eric.ed.gov/fulltext/ED398080.pdf

- Problem 2.119Uploaded byEric Castillo Martínez
- henderson system of inequalities introduction - 9th gradeUploaded byapi-297435304
- ode introUploaded byAfif Lotfi
- algebra1section7 3Uploaded byapi-358505269
- Rubric sUploaded byFarah Yahya
- cmp3 nyc gr8 scope and sequenceUploaded byapi-232678646
- Chapter 1Uploaded byalex
- algebra strand 3Uploaded byapi-280151646
- The inversion of sucroseUploaded byDrew Kline
- Chapter 1.1 – 1.8 QuizUploaded byspeterlee6253
- Mathematics and Its HistoryUploaded byZlatni Presek
- Topic 4-Modulus FunctionUploaded bymaths_w_mr_teh
- Equations With Defined VariableUploaded byzuft
- digital unit plan templateUploaded byapi-401779319
- OBJECTIVE MATHEMATICS for IIT-JEE {Mains/Advance}Uploaded byWIN POINT Educations
- Graphing Unit 1 PacketUploaded byHessam Mirhaghani
- Discussion- Design for Eccentric and Inclined Loads on Bolts and Weld GroupsUploaded byMansoor
- m6u4 parent letterUploaded byapi-366304862
- A level 2015 past paperUploaded byyeeluv99
- RPH M15 2016Uploaded byFayruzz Naseer
- Sia3e Ssm 01Uploaded bybrian_pena8997
- Coefficient Interpretation Common Transformations in Regression ...Uploaded byvinizio
- Numerical Analysis and Computer Programming (Video)Uploaded bycivil11
- Mathematics Mains SyllabusUploaded byharshmyks1991
- rt 2011_mat t2Uploaded byNor Azwani Yusoff
- Assignment Set bUploaded byAkmalHelmy
- 2006 AJC H2 Maths Promo - QuestionsUploaded byniveuma
- Exam Schedule 2017Uploaded bysridharegsp
- Equations of LinesUploaded bytutorciecleteam
- UntitledUploaded byapi-150547803

- example pspUploaded byapi-434662376
- fraction tiles manipulative portfolio - entry 5Uploaded byapi-434662376
- sarah and aurora co-teaching meeting notesUploaded byapi-434662376
- secondary practicum lesson plan templateUploaded byapi-434662376
- 0215aac85877cb7f79ccUploaded byapi-434662376
- base ten blocks - manipulative portfolio - entry 4Uploaded byapi-434662376
- sarah and aurora - universal design lesson planning template for co-teachersUploaded byapi-434662376
- final-unit-wide-lesson-plan-templateUploaded byapi-434662376
- restorative-practices-guideUploaded byapi-298156273
- aurora turmelle - sed 361 interview project - due 3 11Uploaded byapi-434662376
- nature knows its mathUploaded byapi-434662376
- positive student profilesUploaded byapi-434662376
- supporting low-income students 3Uploaded byapi-434662376
- differentating for the classroomUploaded byapi-434662376
- completing the square graphic organizerUploaded byapi-434662376
- completing the square graphic organizerUploaded byapi-434662376
- aurora turmelle - formal observation - 22completing the square 22 lesson planUploaded byapi-434662376
- 2458 001Uploaded byapi-434662376
- completing the square graphic organizerUploaded byapi-434662376
- tic-tac-toeUploaded byapi-434662376
- common core teaching standardsUploaded byapi-434662376
- aurora turmelle - learning event 1 - secondary practicum lesson plan - edu 223 - 11 1Uploaded byapi-434662376
- house pamphletUploaded byapi-434662376
- error analysis standardsUploaded byapi-434662376
- aurora turmelle - manipulative portfolio entry 2 - due 2 12Uploaded byapi-434662376
- cra assessment - standard 8Uploaded byapi-434662376
- aurora turmelle - error analysis - due 2 27Uploaded byapi-434662376
- geoboards manipulative portfolio - entry 3Uploaded byapi-434662376

- (Cambridge Bioethics and Law) Anne-Maree Farrell-The Politics of Blood _ Ethics, Innovation, And the Regulation of Risk-Cambridge University Press (2012)Uploaded byMuhammad Nizam Awang
- Tentative_course_list_July_2017.pdfUploaded byabhishek ranjan
- Glossary of Translation TermsUploaded byfreelancer800
- Decision TreesUploaded byBenson Mahora
- whittemore_knafl_05.pdfUploaded byAbdulkader Tukale
- pH CONTROL IN A BIOREACTOR.pdfUploaded byrijilpoothadi
- Regression and CorrelationUploaded byVivay Salazar
- 7VK512x Catalog SIP2004 EnUploaded byHaj Omid
- DemographyUploaded byJennifer Dotado Maderazo
- e Learning PerceptionsUploaded byClaudia Vilcea
- Ho EstimateUploaded bySakib Baghoust
- Kenrick Cleveland - Meta States SpinningUploaded byprivitor
- Pds ProplusUploaded byesakkiraj1590
- Hovercraft GuidebookUploaded bygitaanjali
- hrm spargalkaUploaded byDoina Trc
- Om Hreem Sri Maa Parameshwariye NamahaUploaded bynavinnaithani
- Gau Birth Ball RCTUploaded byFlora Maria B. Silva
- Inequality Assignment FALL 2016Uploaded byAnonymous UjGOmWw2q
- Notice: Environmental statements; availability, etc.: Flura Corp. Leaking AST Site, TNUploaded byJustia.com
- Crisis Management -Crisis CommunicationsUploaded byFarah Bulsara
- Rizki Lbm 3 HormonUploaded byAndri Tri Atmojo
- 69237_lowres_engcoursecg_0214.pdfUploaded byIrakshay
- Introduction to Sociology and the Sociological ImaginationUploaded byJohn Nicer Abletis
- Paper 9-An Overview of Recent Machine Learning Strategies in Data MiningUploaded byEditor IJACSA
- etd_init_9386_1176725773Uploaded byMokaddim Jashim Bhuiyan
- FLUID MOSAIC PAPER.pdfUploaded byDina Kharida
- Dr Rateb Issa CV EnglishUploaded byThaer Mallad
- Seminar (1) (1)Uploaded bySujith Kuttan
- Ch03_InducstrialHygieneW17Uploaded byRadhi
- International Logistics IntroductionUploaded bykarthik