Changes

==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?