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| ==Website interactives/ links/ simulations/ Geogebra Applets== | | ==Website interactives/ links/ simulations/ Geogebra Applets== |
| ==Process (How to do the activity)== | | ==Process (How to do the activity)== |
− | #Set the stage for the students as if they are working at the "Create-a-Bear" store in the mall. Their job is to make a poster showing all of the possible ways the bears can be placed in a line (permutations).*Use the paper bears to discover all of the possible orders in which you can put them in line. Suggestion: use three bears to begin with, then more or less.
| + | *Set the stage for the students as if they are working at the "Create-a-Bear" store in the mall. Their job is to make a poster showing all of the possible ways the bears can be placed in a line (permutations).*Use the paper bears to discover all of the possible orders in which you can put them in line. Suggestion: use three bears to begin with, then more or less. |
| *Organize the different arrangements so that patterns can be easily detected using a chart, organized list, or other model. | | *Organize the different arrangements so that patterns can be easily detected using a chart, organized list, or other model. |
| *Record all of the possible permutations (order in which they can be arranged) in an organized fashion using a tree diagram, organized list, table, picture, etc. | | *Record all of the possible permutations (order in which they can be arranged) in an organized fashion using a tree diagram, organized list, table, picture, etc. |
| | | |
− | #Have students work in groups or individually to use the paper bears to find all of the orders in which the bears can be arranged in line if there are 3 bears. (You may change the number as desired.)
| + | *Have students work in groups or individually to use the paper bears to find all of the orders in which the bears can be arranged in line if there are 3 bears. (You may change the number as desired.) |
− | #Have students record their results as a tree diagram, orga¬nized list, chart, etc., on the blank paper. It's important that the students see a connection between the manipulatives and the diagrams they create.
| + | *Have students record their results as a tree diagram, orga¬nized list, chart, etc., on the blank paper. It's important that the students see a connection between the manipulatives and the diagrams they create. |
− | #Discuss the mathematical patterns that exist in this problem
| + | *Discuss the mathematical patterns that exist in this problem |
| + | |
| ==Developmental Questions (What discussion questions)== | | ==Developmental Questions (What discussion questions)== |
| #What is the task did you got here? | | #What is the task did you got here? |