Title: Sowing Division

Standards:
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
CCSS.MATH.CONTENT.HSA.REI.B.4
Solve quadratic equations in one variable.
CCSS.MATH.CONTENT.HSA.REI.C.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on
pairs of linear equations in two variables.
A. Collaborative 3. Supporting opinions and persuading others
Negotiate with or persuade others in conversations in appropriate registers (e.g., to
acknowledge new information in an academic conversation but then politely offer a
counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say
X, and I havent thought about that before. However . . .), and open responses to express and
defend nuanced opinions

Objective:
SWBAT determine how to divide work amongst each other and be able to solve the problems
they have agreed to take on through solving the equations.

Assessment:
Students will be assessed based on the work they will be have chosen to attempt and the
correctness of those problems.

Instructions:
As per their history class the students will be broken into two teams. The Blue Team is
told that for this assignment, they will be graded individually for the work that they complete.
Thus if they get 100% of their assigned problems correct, they will receive 100% on the
assignment regardless of how many problems they are assigned (Note, they must still have at
least one problem to receive any score). The Red Team will be told that they will be graded on a
curve based upon the performance of their team for their assigned problems.

Next each team will be given the same list of 200 problems, these problems will range
from one-step equations up to system of equations and conic sections generated from Wolfram
Alpha Problem Generator. Each team will be given 15 minutes to decide how they will divide the
work amongst themselves within their team. As they begin, tell the students that for each minute
over the 15 minute limit, 10 additional problems will be added to their teams list.

At the end of the 15 minutes, the students will be told that there will be 57 word problems
that both teams will need to split between the two teams. Each team will be given 5 minutes to
discuss amongst themselves, what they will do. Then the teams will have 10 minutes to
determine how they will split the problems between the two teams. For each minute over the 10
given that a decision is not reached, 10 new problems will added to what must be split between
the groups.

When an agreement has been reached each team must give the teacher a list of which
student is responsible for which problem. The teams will then be given the rest of the time to
work on their problems and any not completed will be due the next period. In the last 5 minutes
of class, there will be an exit ticket where they have to answer the following questions.
Was your team fair?
To you?
To others on the team?
To the other team?

Cooperative Learning
1. Positive Interdependence
Each group member will be assigned problems that they will be expected to work on and will be
need to complete all assigned.
2. Individual and Group Accountability
Each member is responsible to take as much work as they can but not so much that they will
jeopardize the group.
3. Group Processing
As a team they will need to decide how they will split the problems first between themselves,
then how they will split the problems between the two teams.
4. Social Skills
Within their team they will need to articulate which problems they believe they will be capable of
solving and contribute to the group. There will undoubtedly be students that try to minimize the
amount of problems they will have to do, those the students will need to work out what will be
fair for their group. To ensure that a decision is reached, more problems will be added for the
teams that cannot reach a consensus.
5. Face-to-Face Interaction
All members of the teams will need communicate with each other and assign the problems to
what best fits their capabilities.
6. Specific Task
Each teams goal will be to completely assign the problems between themselves in a manner
that they can all agree upon.

Rubric Exceeds Meets Approaching

CCSS.MATH.CONT Student is able to Student is able to Student is able to
ENT.HSA.REI.B.3 complete most all complete most attempt all problems
Solve linear problems correctly problems, but may be but may still struggle
equations and demonstrating a full making small with some concepts.
inequalities in one understanding of the non-conceptual
variable, including problems. mistakes.
equations with
coefficients
represented by
letters.

CCSS.MATH.CONT Student is able to Student is able to Student is able to

ENT.HSA.REI.B.4 complete most all complete most attempt all problems
Solve quadratic problems correctly problems, but may be but may still struggle
equations in one demonstrating a full making small with some concepts.
variable. understanding of the non-conceptual
problems. mistakes.

CCSS.MATH.CONT Student is able to Student is able to Student is able to

ENT.HSA.REI.C.6 complete most all complete most attempt all problems
Solve systems of problems correctly problems, but may be but may still struggle
linear equations demonstrating a full making small with some concepts.
exactly and understanding of the non-conceptual
approximately (e.g., problems. mistakes.
with graphs),
focusing on pairs of
linear equations in
two variables.

A. Collaborative 3. Negotiate with or Negotiate with or Negotiate with or

Supporting opinions persuade others in persuade others in persuade others in
and persuading conversations in conversations (e.g., conversations using
others appropriate registers to provide learned phrases
(e.g., to acknowledge counterarguments) (e.g., Would you say
new information in an using a growing that again? I think . .
academic number of learned .), as well as open
conversation but then phrases (I see your responses to express
politely offer a point, but . . .) and and defend opinions.
counterpoint) using a open responses to
variety of learned express and defend
phrases, indirect nuanced opinions.
reported speech
(e.g., I heard you say
X, and I havent
thought about that
before. However . . .),
and open responses
to express and
defend nuanced
opinions