By: S. Asli Ozgun-Koca, Thomas G. Edwards, and Kenneth R. Chelst
Linking LEGO and Algebra is about modeling using the Common Core's Standards of Mathematics. The teachers present an authentic problem to the students using the LEGO bricks and from there take time to analyze and use different approaches to understand the problem. Students were first asked to manipulate the given amount of bricks to make a duck and a dog. The students and teachers generated questions on what the lesson would be: how many animals can be built with that amount of bricks, how to make the most amount of animals, how to get more pieces, how to build more, how to make a profit, etc. The class took these questions for the lesson. The students were to see how many ducks and dogs they can build with the given amount and then later plugged this into an algebraic equation to generate a profit. The students kept track of their combinations on a table making up to three ducks (and zero dogs) to a combination of two ducks and one dog. The students then tried to figure out what they would need to make more of a profit. The teacher had an amount for the duck of $18 and $21 for the dog so the students knew not to buy an extra brick for over $3. Next the students were given more bricks and were using an excel spreadsheet to do the math. The students wanted to get the most amount of money possible with this new amount of bricks. They came up with an equation of 18x + 21y = P (x= number of ducks, y= number of dogs, P= total profit). After plugging in numbers the students saw what amount gave them the best profit that they could make with their number of bricks. Technology is what made the algebraic approach possible.
I really liked the approach used for this lesson. The teachers took something fun, the LEGOs, and made it a lesson. This made the students excited to learn and manipulate the toys. Using the generated questions from the class also made it more relatable to the students. I think the project would have been awesome to do when I was in middle school. It incorporated partner work, class discussion, inquiry, and technology. The students were taking a lesson that could be applied to the real-world. The article even mentioned making the students business owners which I thought was cool. I definitely liked the use of excel because this makes that program more relatable to students. I know when I was younger in a technology class our excel lessons consisted of "plug and chug" methods, following the teachers step by step. I love the lesson and even though I want to teach younger students it is motivational to think of fun ways like this to help our students learn and love it!
Linking LEGO and Algebra is about modeling using the Common Core's Standards of Mathematics. The teachers present an authentic problem to the students using the LEGO bricks and from there take time to analyze and use different approaches to understand the problem. Students were first asked to manipulate the given amount of bricks to make a duck and a dog. The students and teachers generated questions on what the lesson would be: how many animals can be built with that amount of bricks, how to make the most amount of animals, how to get more pieces, how to build more, how to make a profit, etc. The class took these questions for the lesson. The students were to see how many ducks and dogs they can build with the given amount and then later plugged this into an algebraic equation to generate a profit. The students kept track of their combinations on a table making up to three ducks (and zero dogs) to a combination of two ducks and one dog. The students then tried to figure out what they would need to make more of a profit. The teacher had an amount for the duck of $18 and $21 for the dog so the students knew not to buy an extra brick for over $3. Next the students were given more bricks and were using an excel spreadsheet to do the math. The students wanted to get the most amount of money possible with this new amount of bricks. They came up with an equation of 18x + 21y = P (x= number of ducks, y= number of dogs, P= total profit). After plugging in numbers the students saw what amount gave them the best profit that they could make with their number of bricks. Technology is what made the algebraic approach possible.
I really liked the approach used for this lesson. The teachers took something fun, the LEGOs, and made it a lesson. This made the students excited to learn and manipulate the toys. Using the generated questions from the class also made it more relatable to the students. I think the project would have been awesome to do when I was in middle school. It incorporated partner work, class discussion, inquiry, and technology. The students were taking a lesson that could be applied to the real-world. The article even mentioned making the students business owners which I thought was cool. I definitely liked the use of excel because this makes that program more relatable to students. I know when I was younger in a technology class our excel lessons consisted of "plug and chug" methods, following the teachers step by step. I love the lesson and even though I want to teach younger students it is motivational to think of fun ways like this to help our students learn and love it!
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