The object of this lesson is to allow students to recognize functions and give their equations.
RULES: Students are divided into groups of 4 and then 2 groups of 2.
1. Group 1 makes up a rule for f(x).
2. Group 2 gives values of x, one at a time.
3. Group 1 answers with the value of f(x) by substituting into their rule.
4. Group 2 keeps a record of the values in a table.
5. Continue steps 2 - 4 until group 2 can guess the rule.
6. Decide as a team whether the rule constitutes a function.
7. Reverse roles and try again.

Is It a Function ?

The object of this lesson is to determine if sets of ordered pairs (data) form a function. You will need several size cylinders, string, rulers, meter/yard sticks, scales, and graduated cylinders with water.
Description: Have students collect several sets of data (ordered pairs). Use a graphing tool to plot each set of data on a different coordinate plane, and determine from graph whether or not it is a function. Ideas for data follow:
1. Compare circumference of cylinder to diameter. Use string to get length of circumference and diameter and then measure on a ruler.
2. Compare height of one person to weight; get data from several classmates.
3. Compare handspan to arm length
4. Compare weight of tiny objects (found using electronic scales from science department) to volume (found by water displacement)
If graphing program allows, print out graphs; make transparencies to show class or let each group use to report findings.

Algebra Bingo

This game functions like regular bingo, only with an algebraic twist. You'll need to buy blank bingo cards, which are available at almost any teacher store. Before playing the game, pick the same number of algebra problems as there are squares, and record the answers. Hand out the blank bingo sheets to students. You will then write down all of the answers on the board, and it is up to the students to place them on their bingo card, in whatever order they choose. After students finish filling up their boards, begin giving them problems to solve, one at a time. When a student finds the answer, he or she will cross it out on their bingo sheet. The first student who gets five consecutive answers across, horizontally, diagonally or vertically first wins.

Order of Operations

Specific Objective: To use order of operations to represent the numbers 1 - 10 using only the digits of the current year.
Using the digits, 2,0,1,0 IN THE ORDER GIVEN, find a way to represent every integer from 1 to 10. You may use the operations of addition, subtraction, multiplication, division, powers, square roots, parentheses, or take the opposite of any quantity.
For example, in 1993, 4 = 1 * (9 / 9) + 3 and in 1994, 7 = (19 + 9) /4.

I Have . . . Who Has . . .?
Objective: Students will multiply polynomials.
Materials needed: 48 I have . . . Who has . . .? cards and Construction paper
Instructions: On construction paper draw rectangles 2" x 3" to serve as the cards. Write one of answer-and-question pairs shown below on each card. Laminate, if possible.
To play the game:
1. Shuffle the deck of cards.
2. Give each student at least two cards.
3. Do not let the students use pencil and paper if this is a review.
4. Use the answer key to follow along.
5. Choose a student to read a beginning card or keep a card from the stack and start the activity yourself. Read the "Who has . . .?" question from the beginning card. The student who has the card with the correct answer reads the answer and then the question from that card.
6. Remind each student to read the question from the same card from which the answer was read.
7. The activity ends when all cards have been read and it comes back around to the beginning card.

Slope of the Letters Game

Discuss the slopes of horizontal, vertical, and oblique lines. "I am thinking of a capital letter...", then describe the segments of the letter in terms of their slopes.

Example #1: "...that contains 2 segments with slope equal to zero and one segment with positive slope"

Example #2: "... that contains a segment with a positive slope, a segment with a negative slope, and a segment with slope equal to zero."

Students can also choose their own letters and give clues for its slopes.

Answer #1 - Z

Answer #2 – A

The Wave

The object of this lab is to create a linear function of the number of people saying their name versus the time it takes those people to say their name.
Materials: students, stopwatch, data collection sheet, TI-82
Procedure:
1. Start with the first three people in your class. Have them say their names one at a time as the teacher (or timekeeper) times how long it takes.
2. Record your data points {(number of people, time)}.
3. Continue in increments of 3 recording the time for each go around. If you do not end up with enough students for the last trial, have the last person say their name either one or two times to make up the last increment.
4. Record your data. Choose 2 data points to get an estimate of the line of best fit. Now, graph your data on the TI-82 and compare the calculators estimate to your own. How do they compare?
5. Can you predict how long it will take for 25 people in the room? 150 people? the whole school?

## Math and Games - The perfect combination

http://www.flickr.com/photos/samm4mrox/4313979327/

## Function machine games:

## Algebra review Jeopardy

http://mathbits.com/mathbits/ppt/AlgebraAntics.htm## From Glencoe Math - http://www.glencoe.com/sec/math/algebra/algebra1/games.htm

## TI 83 Activities by subject http://education.ti.com/educationportal/activityexchange/activity_list.do?cid=us

## Is it a Function Game

The object of this lesson is to allow students to recognize functions and give their equations.RULES: Students are divided into groups of 4 and then 2 groups of 2.

1. Group 1 makes up a rule for f(x).

2. Group 2 gives values of x, one at a time.

3. Group 1 answers with the value of f(x) by substituting into their rule.

4. Group 2 keeps a record of the values in a table.

5. Continue steps 2 - 4 until group 2 can guess the rule.

6. Decide as a team whether the rule constitutes a function.

7. Reverse roles and try again.

## Is It a Function ?

The object of this lesson is to determine if sets of ordered pairs (data) form a function. You will need several size cylinders, string, rulers, meter/yard sticks, scales, and graduated cylinders with water.Description: Have students collect several sets of data (ordered pairs). Use a graphing tool to plot each set of data on a different coordinate plane, and determine from graph whether or not it is a function. Ideas for data follow:

1. Compare circumference of cylinder to diameter. Use string to get length of circumference and diameter and then measure on a ruler.

2. Compare height of one person to weight; get data from several classmates.

3. Compare handspan to arm length

4. Compare weight of tiny objects (found using electronic scales from science department) to volume (found by water displacement)

If graphing program allows, print out graphs; make transparencies to show class or let each group use to report findings.

## Algebra Bingo

This game functions like regular bingo, only with an algebraic twist. You'll need to buy blank bingo cards, which are available at almost any teacher store. Before playing the game, pick the same number of algebra problems as there are squares, and record the answers. Hand out the blank bingo sheets to students. You will then write down all of the answers on the board, and it is up to the students to place them on their bingo card, in whatever order they choose. After students finish filling up their boards, begin giving them problems to solve, one at a time. When a student finds the answer, he or she will cross it out on their bingo sheet. The first student who gets five consecutive answers across, horizontally, diagonally or vertically first wins.## Order of Operations

Specific Objective: To use order of operations to represent the numbers 1 - 10 using only the digits of the current year.Using the digits, 2,0,1,0 IN THE ORDER GIVEN, find a way to represent every integer from 1 to 10. You may use the operations of addition, subtraction, multiplication, division, powers, square roots, parentheses, or take the opposite of any quantity.

For example, in 1993, 4 = 1 * (9 / 9) + 3 and in 1994, 7 = (19 + 9) /4.

## Algebra Games

A list of links to some really nice Algebra games on line solving equations etc…http://www.onlinemathlearning.com/algebra-math-games.html

## Multiplying Polynomials

I Have . . . Who Has . . .?Objective: Students will multiply polynomials.

Materials needed: 48 I have . . . Who has . . .? cards and Construction paper

Instructions: On construction paper draw rectangles 2" x 3" to serve as the cards. Write one of answer-and-question pairs shown below on each card. Laminate, if possible.

To play the game:

1. Shuffle the deck of cards.

2. Give each student at least two cards.

3. Do not let the students use pencil and paper if this is a review.

4. Use the answer key to follow along.

5. Choose a student to read a beginning card or keep a card from the stack and start the activity yourself. Read the "Who has . . .?" question from the beginning card. The student who has the card with the correct answer reads the answer and then the question from that card.

6. Remind each student to read the question from the same card from which the answer was read.

7. The activity ends when all cards have been read and it comes back around to the beginning card.

## Slope of the Letters Game

## The Wave

The object of this lab is to create a linear function of the number of people saying their name versus the time it takes those people to say their name.Materials: students, stopwatch, data collection sheet, TI-82

Procedure:

1. Start with the first three people in your class. Have them say their names one at a time as the teacher (or timekeeper) times how long it takes.

2. Record your data points {(number of people, time)}.

3. Continue in increments of 3 recording the time for each go around. If you do not end up with enough students for the last trial, have the last person say their name either one or two times to make up the last increment.

4. Record your data. Choose 2 data points to get an estimate of the line of best fit. Now, graph your data on the TI-82 and compare the calculators estimate to your own. How do they compare?

5. Can you predict how long it will take for 25 people in the room? 150 people? the whole school?

## A Few Math Games