Writing Linear Equations from 2 Points Mystery Activity
4 the Love of Math
6.6k Followers
4 the Love of Math
6.6k Followers
Description
Engage students in an adventure of problem-solving with this Writing Linear Equations from 2 Points mystery activity! The math trophy has been taken! Who could have done it? Students must write linear equations to determine who the culprit is. With 10 problem questions, students will embark on a journey of eliminating suspects and unveiling the truth!
This writing linear equations from 2 points activity is designed to transform the learning experience into an investigative game, igniting the spirit of curiosity and determination in every student.
This Writing Linear Equations Activity includes:
- 1 Mystery Card: Setting the scene with a detailed scenario (can be edited)
- 5 Suspect Profiles: Dive deep into the mystery with a list of suspects, each with a potential motive and background information (can be edited)
- 10 Engaging Clue Cards: Each card leads students towards finding the guilty culprit featuring writing linear equation questions linked to potential clues.
- Editable Google Sheet: Tailor the experience to your students and school, bringing the mystery to life with familiar faces and settings. Detailed instructions on how to utilize this sheet are included.
- Comprehensive Student Materials: Recording sheets for answer tracking, a mystery page for final accusations, and an answer key for easy facilitation.
Ideas for Implementation of this activity:
- Collaborative Small Groups: Foster teamwork and discussion by having students work in small groups, solving equations and piecing the mystery together.
- Whole Class Engagement: Transform your classroom into a bustling hub of activity, with students moving, discussing, and solving as a united class.
- Interactive Review Sessions: Utilize this activity as a dynamic and enjoyable review session, ensuring readiness for assignments on writing linear equations.
- Self-Correcting Multiple Choice: Each problem comes with four potential answers, empowering students to self-correct and persist in their quest for the right solution.
- Promotes Interaction: The clue cards are designed to be placed around the classroom, turning the lesson into a treasure hunt while fostering collaboration, critical thinking, and lively discussions.
Check out these other "Mystery" Adventures:
Pythagorean Theorem Word Problems
Solving Multi-Step Equations with Variables on Both Sides
Simple Prep:
Print and Go: Preparation is a breeze β simply print the necessary pages, cut the clue cards, hang them around, and youβre ready to dive into the mystery!
Personalize the Experience: Use the editable Google Sheet to introduce familiar faces as suspects, making the mystery irresistibly engaging and fun. Could the culprit be the drama teacher, the basketball coach, or perhaps the principal? You get to choose!
Total Pages
Answer Key
Included
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSS8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (πΉ, πΊ) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
CCSSHSF-IF.C.7a
Graph linear and quadratic functions and show intercepts, maxima, and minima.
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
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