Algebra Writing Prompts

An Approach to Writing in Math Journals

The following are thoughts that I am going to incorporate into my Algebra Class.  This model could be used for any math class after developing a prompt for each chapter. 

Writing Prompts:

Journal Prompt 1-4: Why are properties of real numbers, (Commutative, Associative Properties, and Distributive) useful?

Journal Prompt 2-2: What is the process to re-write a literal equation for a given variable?

Journal Prompt 3-2: How do I work with sets, unions, and intersections?

Journal Prompt 3-4: How is solving an equation with an absolute value similar to solving other equations?

Journal Prompt 4-5: How can I use function notation to represent the patterns in an arithmetic sequence?

Journal Prompt 5-3: How do I use slope to find the relationship between two lines?

Journal Prompt 6-2: How do I choose the best method for solving a linear system of equations?

Journal Prompt 6-3: How is graphing a linear inequality similar to graphing a linear equation?

Journal Prompt 7-3: How do the exponentiation rules help me simplify expressions containing exponents?

Journal Prompt 8-3: How do I factor polynomials?

Journal Prompt 9-2: Why are there at most 2 solutions to a quadratic equation?

Journal Prompt 10-1: Why is the Pythagorean Theorem useful?

Journal Prompt 10-2: How can I simplify radicals using the Multiplication Property of Square Roots?

Journal Prompt 11-3: How can I divide a polynomial by a binomial?

Journal Prompt 11-5: How can I solve a rational equation?

Journal Prompt 12-3: How do I classify and name angles?

Name ________________________

Journal Number	Accuracy Score	Terminology Score	Thoroughness Score	Average
1-4
2-4
3-2
3-4
4-5
5-3
6-2
6-3
7-3
8-3
9-2
10-1
10-2
11-3
11-5
12-3

Rubric for journals specific to mathematics

Journal Entries	1	2	3	4
Accuracy	Response is not accurate	Minimal accuracy	Main ideas are accurate, but some minor inaccuracies	Response was accurate
Terminology	No use of terminology	Attempted, but not used correctly or minimal use of terminology	Some use of terminology or a few errors in terminology	Some use of terminology or a few errors in terminology
Explanation/Thoroughness of Response	Did not cover journal topic	Explanation is Minimal and/or very confusing	Explanation was not thorough or lacked clarity	Explanation was thorough, clear, and easy to understand

The points for each category will be averaged and a percentage will be assigned

using the following scale:

Total Points	Average	Percentage
12	4	100%
11	3.7	97%
10	3.3	93%
9	3.0	90%
8	2.7	87%
7	2.3	83%
6	2.0	80%
5	1.7	77%
4	1.3	73%
3	1.0	70%
2	0.7	67%
1	0.3	63%

No credit will be given if the journal is lacking in effort.

Journal #1-4 (Sample)

______ Accurate Response _______ Use of Terminology ________ Thorough/Clear/Easy to Understand

Scale for each category is 1 – 4. No credit will be given if the journal is lacking in effort.

AVERAGE: ___________

Mathematics Group Honors Algebra       Name ____________________________________

Date ___________________

Journal Prompt 1-4: Why are properties of real numbers, (Commutative, Associative Properties, and Distributive) useful?

Please respond to the journal prompt. Use complete sentences. You may also use pictures when possible. Be as thorough as possible. If you need more room, please write on the back.

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Properties Poster by Sydelle Snyder

I have reposted Sydelle's great project from my other blog.

 

Properties Poster

Used this in Algebra I Honors instead of lecturing on properties.  I combined sections 1.4 and 1.8 from the text book.  After each group presented we filled in info into a foldable describing the property in words, numbers, and algebra.

Number Properties—Know ’em, Like ’em, Use ’em

Overview

One of the most powerful (and annoying) tools used by advertisers is the ability to get a slogan, jingle, or image stuck in our heads!  While this can be irksome, the same method can be used to help remember mathematical concepts.  We will be using this idea to help learn about the properties of Real Numbers.  In groups of two, you will create a catchy jingle, song, rap, or skit to help the rest of the class remember and better understand a previously assigned property.  The “advertisements” will be performed for the rest of the class with the visual also being presented and explained.

Requirements

Every Pair Will:

o   Work together to “market their product”.

o   Present a 1-3 minute jingle, song, rap, skit, or commercial that focuses on their property

o   Use at least 1 visual aid in their presentation (ex: a poster)

o   Present on Monday, September 10.

Properties (mark the one you are assigned!)

Identity Properties  (p. 24)

Commutative Properties (p. 23)

Associative Properties (p. 23)

Inverse Property of Addition (p. 32)

Inverse Property of Multiplication (p. 40)

Distributive Property – Simplifying (p. 47 problem 1)

Distributive Property – with Fractions (p. 47 problem 2)

Distributive Property – multiplying by -1 (p. 47 problem 3)

Distributive Property – mental math (p. 48 problem 4)

Combining like terms (p. 48 – 49)

 

RUBRIC	0-1pts	2-3pts	4-5pts
Content	The jingle does not include the property in a meaningful way.	The jingle incorporates the property.	The jingle simplifies the property so that it is easily understood, Grammy nod 100% certain.
Technical	The presentation is unrehearsed and difficult to understand.	The presentation is fun to watch	The presentation is so amazing, I'm nominating it for a Cleo.
Visual	No visual aid is used, or it is messy and unprofessional.	A pretty good visual aid is used.	Wow!  You could market and sell that to math teachers!
Participation	Members of the group could not agree and did not work together effectively.	The group successfully completed the project.	Are you guys BFF or what?!