by Pat Brewster, June 2002
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Learning
Goals.
Algebra students will review
factoring and its uses in 4 situations: Divisibility, Factoring Trinomials,
Reducing Fractions, and Solving Equations by Factoring.
(I think the hardest question
in the Jeopardy game is: What are the factors of (x-7)2 –5(x-7)
+ 6.
The game can be an incentive
for learning, or relearning the topics to be covered, and for practicing
the topics for speed and accuracy.
Students will create a review
packet of sample problems with solutions.
They will work together in cooperative
groups.
Time
Estimate.
One
day for the Jeopardy Game itself.
Time
allotted for the rest of the lesson will depend on the needs of the class
and the available time.
If
the students are to create their own PowerPoint Jeopardy Game, (as an Extension),
1 or 2 days in the lab should suffice to teach them PowerPoint, if they
don't already know it.
Materials
for Jeopardy!:
·
One blank Jeopardy Score Sheet for
each student with room for work to be shown, as well as group totals and
Final Jeopardy bet and the accompanying work for Final Jeopardy.
· One
set of questions and answers. (For the teacher) There is
a Final Jeopardy question at the end, but you may choose to use a question
of your own, instead.
· A computer connected
to the Internet, to connect to the Jeopardy Game, at our Factoring Webquest
site, http://teacherweb.com/FL/CollierWebQuests/Factoring
You can also connect to my own web page at: https://patbrewster.tripod.com/pbmath.html
· A TV or pull-down screen
to display what is on the computer screen.
· A connection from the
computer to the screen.
· (If there are several
computers in the room, enough for each group, the groups can play against
each other, as a class, or the individual members can play against each
other within the group.)
· A die, spinner,
calculator, or random number
generator, to choose numbers at random.
· A timer to sound the
alert for a Daily Double.
Optional: Prizes for the
winning team. For one idea, see #14 in the Suggested Rules, below.
Note: If access to the
Internet is not available, the game can be played without the computer
if you have the set of questions, and
a transparency of The Jeopardy Game
Board with the categories and points, and a marker, to cross off the
questions.
Procedure:
Suggested Rules for playing the Jeopardy! Game.
Note: If the game is slow
to come on your computer, you may want to start the program before Step
5 below.
PRELIMINARIES:
1. Divide the class into
three teams. You may want to choose a student to keep score on the
board, and another student to click the answers chosen, at the computer.
2. Give each person a
blank Jeopardy Score Sheet,
with room for work to be shown.
3. Assign each person
a random number between 1 and the number of students in the class.
This can be done by drawing a number, or by using a
spinner, a calculator, or a random
number generator on the Internet. .
4. Set the timer to go
off some time during the game, to signal the first Daily Double.
(You will need to reset the timer to signal the second Daily Double.)
PLAYING THE GAME:
5. Randomly choose which
team will start.
6. Randomly choose the
person on the team to pick a category and a value.
7. Click on the question
so all students can read it.
8. All the students must
work each problem, on their Jeopardy
Score Sheets.
9. The person chosen may
confer with his or her team before answering. If the answer is correct,
that team receives points. If the answer is incorrect, another team
has the chance to answer. The teacher may choose to go over some
questions now or later.
10. If the team answers
the question correctly and receives the points, the points are added to
the team score. The student at the board posts each team’s overall
score on the board, adding to the scores as the team members win points.
11. For the next question,
again randomly pick a new team and person, or just go around the class
in order and follow the same directions.
“DAILY DOUBLES”, “FINAL JEOPARDY” AND BONUS BUCKS:
12. The Jeopardy game includes two “daily doubles.” For a “daily double,” when the preset timer goes off, the person currently playing, or if no one is playing at the time, the next person to play, will double the score he earns for the team. I had trouble setting this up. A Daily Double slide is still in the program, but not linked to. You don't have to involve Double Jeopardy, but it adds an element of fun and suspense. So, if you want to include Double Jeopardy, simply double the score of the current player, at the time the timer goes off. (Or, double the score of the next student to play if no one is currently trying to answer a question.)
13. When about 10 minutes of the period remain, every team and member plays “Final Jeopardy.” Notify the teams of the category and ask each team to write the amount of its bet on their Jeopardy Score Sheets. Each team must cooperatively make this decision, and must report their bet to you. The question is then displayed by clicking on the main game board, on the button at the bottom which says, FINAL JEOPARDY. After a certain amount of time, each team must decide on the answer and its members must write the answer on their papers. All sheets are then passed in. The teacher will choose one paper (from each team) from which to read the answer and add or subtract the points to/from the team’s score accordingly.
14. The winning team’s members receive a “bonus buck,” which can be used to excuse tardiness, or as bonus points or assignment points, or for candy, and so on.
Rules adapted from “Geopardy,”
by Judy Hicks, in Discovering Geometry Teacher’s Resource Book,
Ó 1997, Key Curriculum
Press, Berkeley, CA
The needs of the students and the available time will determine how extensive a review is undertaken before the Jeopardy Game. The teacher should check for understanding of factoring in at least the 4 categories of the game. The 4 categories are listed below. Start a KWLH chart and continue adding to it, throughout the lesson. KWLH stands for K-what we already Know, W-what we want to learn, L-what we have learned, and H-How we learned.
If
you want to extend metacognition it might be interesting to
have
the students take one of the various learning style, intelligence type,
personality
type, tests. See Web Sites list, Metacognition,
below.
1. Divisibility
Review tests for divisibility of integers by 2, 3, 4, 6, 8, 9, 10, 25, and 100. Divisibility Rules and why they work can be found at The Math Forum, http://mathforum.org/dr.math/faq/faq.divisibility.html Play The Factor Game. This can be found at the website. I have provided sections of this game in Spanish, at our Factoring
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webquest site, http://teacherweb.com/FL/CollierWebQuests/Factoring See Kevin Chatham's Factors, Primes, Composites, and Square Numbers lesson for an exploration of these types of numbers, using tiles, and Mrs. Glosser's Math goodies for an explanation of Greatest Common Factors. Divisibility of algebraic fractions should come at the end of Reducing Fractions. (Part 3, below.)
2.
Factoring
Trinomials, etc.
Step 1. Simplify, arranging all terms on one side, in descending order. The other side equals zero.
Step 2. Factor out common factors.
Step 3. Factor into prime factors, usually binomial factors.
Step 4. Set each factor equal to zero, making small equations.
Step 5. Solve the small equations, to find the possible values of the variable.
Step 6. Check.
Web
Sites.
Titles and addresses of Web sites used in this lesson.
Students will complete a packet
of Sample Problems, to keep for
review.
During the Jeopardy Game, all
students will work on the problems on a Jeopardy
Score Sheet
Assessment.A checklist or rubric that assesses the Learning Goals for this activity.
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