Visual Mathematics Course I Student Activities

156 Pages·2016·1.44 MB·English

COURSE I S TUDENT ACT I V I T I ES
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. [phone]. 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
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. Student Activities VISUAL MATHEMATICS COURSE I
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. LESSON 1 Follow-up Student Activity 1.1 LESSON 28 Focus Student Activity 28.1
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. LESSON 2 Follow-up Student Activity 2.1 Follow-up Student Activity 28.2
. LESSON 3 Follow-up Student Activity 3.1 LESSON 29 Follow-up Student Activity 29.1
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. LESSON 30 Follow-up Student Activity 30.1
. LESSON 4 Follow-up Student Activity 4.2
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. LESSON 31 Focus Master G
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. LESSON 5 Follow-up Student Activity 5.1 Follow-up Student Activity 31.1
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. LESSON 6 Follow-up Student Activity 6.1 LESSON 32 Follow-up Student Activity 32.2
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. LESSON 7 Focus Student Activity 7.1 LESSON 33 Follow-up Student Activity 33.3
. Follow-up Student Activity 7.2
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. LESSON 34 Focus Student Activity 34.1
. LESSON 8 Follow-up Student Activity 8.1
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. Focus Student Activity 34.2
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. LESSON 9 Follow-up Student Activity 9.1 Focus Student Activity 34.3
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. LESSON 10 Follow-up Student Activity 10.1 Follow-up Student Activity 34.4
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. LESSON 35 Follow-up Student Activity 35.1
. LESSON 11 Follow-up Student Activity 11.1
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. LESSON 36 Focus Master A
. LESSON 12 Focus Master A
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. Follow-up Student Activity 12.1 Follow-up Student Activity 36.1
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. LESSON 13 Follow-up Student Activity 13.1 L ESSON 37 CFocnunse cSttourd Setnutd Aecntti vAitcyt i3v7it.y2 37.1
. LESSON 14 Follow-up Student Activity 14.1 Follow-up Student Activity 37.4
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. LESSON 15 Follow-up Student Activity 15.1 LESSON 38 Follow-up Student Activity 38.1
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. LESSON 16 Focus Master A LESSON 39 Focus Student Activity 39.1
. Follow-up Student Activity 16.1 Focus Student Activity 39.2
. LESSON 17 Follow-up Student Activity 17.1 Follow-up Student Activity 39.3
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. LESSON 40 Follow-up Student Activity 40.1
. LESSON 18 Follow-up Student Activity 18.1
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. LESSON 41 Focus Student Activity 41.1
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. LESSON 19 Follow-up Student Activity 19.1 Follow-up Student Activity 41.2
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. LESSON 20 Follow-up Student Activity 20.1 LESSON 42 Follow-up Student Activity 42.2
. LESSON 21 Focus Student Activity 21.1 LESSON 43 Follow-up Student Activity 43.1
. Follow-up Student Activity 21.2
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. Follow-up Student Activity 21.3 LESSON 44 Connector Master A
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. L ESSON 22 CFoclnluonswe cS-uttouprd SSettnuutdd Aeecnntti vAAictcytti iv2vi2itty.y2 2 222..31 FCFoclnluonswe Mc-utoaprs StSettruu dBCde enntt AAccttiivviittyy 4444..21
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. LESSON 23 Follow-up Student Activity 23.1
. LESSON 45 Follow-up Student Activity 45.1
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. LESSON 24 Follow-up Student Activity 24.1
. Tools: Pattern Blocks
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. LESSON 25 Follow-up Student Activity 25.1 Pattern for Base Five Measuring Tape
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. LESSON 26 Follow-up Student Activity 26.2 PBatste rFni vfeo rA Breaase P Tieecne sM easuring Tape
. LESSON 27 Follow-up Student Activity 27.1 Base Ten Area Pieces
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Introduction to Visual Mathematics Lesson 1
Follow-up Student Activity 1.1
NAME DATE
Write a one to two page Mathography that describes your past feel-
ings 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 mo-
ments” for you because they affected how you feel about math; and
• what you hope to gain from this class and what you hope to con-
tribute.
My Mathography
© The Math Learning Center Student Activities, VM Course I
Lesson 1 Introduction to Visual Mathematics
Student Activities, VM Course I © The Math Learning Center
Basic Operations Lesson 2
Follow-up Student Activity 2.1
NAME DATE
Draw a picture of tile and/or lin- Write a word problem whose
Problem ear units to show the meaning of solution is modeled by your
the problem. picture.
1 7 + 9 = 16
2 15 – 6 = 9
3 8 × 5 = 40
4 24 ÷ 6 = 4
(Continued on back.)
© The Math Learning Center Student Activities, VM Course I
Lesson 2 Basic Operations
Follow-up Student Activity (cont.)
5 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 3 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 8 feet.
6 Next to each situation you modeled in Problem 5 write a math
question about the situation that could be answered by looking at
your model. Then give the answer to your question.
7 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 under-
stand the meanings of each operation.
Student Activities, VM Course I © The Math Learning Center
Visualizing Number Relationships Lesson 3
Follow-up Student Activity 3.1
NAME DATE
1 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) 4 × 5 = 5 × 4
b) (2 + 6) + 3 = 2 + (6 + 3)
c) 4 + 3 = 3 + 4
d) 3 × (2 + 3) = (3 × 2) + (3 × 3)
e) 2 × (5 – 1) = (2 × 5) – (2 × 1)
(Continued on back.)
© The Math Learning Center Student Activities, VM Course I
Lesson 3 Visualizing Number Relationships
Follow-up Student Activity (cont.)
2 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) 3 + (4 × 2)
c) (3 × (5 – 2)) + 1
d) 3 × (4 + 1)
3 Separate each of these 8 × 14 rectangles into smaller rectangles to
show 3 different ways to “see” that 8 × 14 = 112. Find the area of
each 8 × 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) 8 × 14 = b) 8 × 14 = c) 8 × 14 =
Student Activities, VM Course I © The Math Learning Center