III.TechnologyIntegration
- Complete a websearch on Aristotle.
- Ask students to do some research about Aristotle and how he developed the concept of logic.
- Students can write a short essay about this or apply it to a real life example.
- Collect student work.
IV.NotesonAssessment
- Collect student statements.
- Assess them for accuracy.
- Provide students with feedback/correction as needed.
- When working on the technology integration, ask the students to share what they have discovered about
Aristotle and logic. - This can become a lively discussion about how the actions of someone in the past impacts the way we work
today- draw a connection to the judicial system.
Algebraic Properties
I.SectionObjectives
- Identify and apply properties of equality
- Recognize properties of congruence “inherited” from the properties of equality
- Solve equations and cite properties that justify the steps in the solution
- Solve problems using properties of equality and congruence
II.Cross-curricular-ScaleDesign
- This activity involves students exploring the concept of equality.
- Bring in several different scales for students to work with.
- Then prepare an assortment of items for students to work with. For example, apples, bananas, bags of flour,
bags of rice, oranges, etc. You can use non food items too. - Students need to come up with collections of items that demonstrate equality.
- For example, apples and oranges- can you put so many apples to equal so many oranges?
- Have students make a list of the items that equal other items.
- Then ask students to use the properties from the chapter and write a reflexive statement, a symmetric statement
and a transitive statement about two of their equal statements. - Finally, allow time for the students to share their work.
III.TechnologyIntegration
- Have students explore how properties apply to circuits.
- Use the following website for this exploration.
- http://www.allaboutcircuits.com/vol_4/chpt_7/4.html
- Begin a discussion about the information. Create a list of important facts on the board.
- You can also have the students do this in small groups.
- Students can then create their own diagrams to demonstrate how the circuit works and how algebraic properties
impact circuits. - Allow time for the students to share their diagrams.
3.2. Reasoning and Proof