• Created by: Your name, San Diego City College
• Type of activity: hands on activity
• Course level: Beginning Algebra
• Topic: Graphing
• Materials:

• • Tape measure
• • Whiteboard
• • Markers

• Time required: 30 minutes
• Description: The purpose of this lab is to investigate the meaning of a graph.  In this case, the graph will describe the position of a person with respect to a fixed point in the classroom (like the junction of two whiteboards).  The motion should be one dimensional (to the left or right of the origin), and the graph should have time t (in seconds) as the x-axis, and the y-axis should be distance from the origin.
• Implementation notes (follow up/discussion questions, pedagogical recommendations, etc.):

• • This lab is suggested to follow graphing equations, and slope
• • Make sure each group has a person willing to perform the motion exercise
• • see attachment for more details

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• Created by: Susan Working, Grossmont College
• Type of activity: hands on activity, small group problem
• Course level: Beginning Algebra (possibly Pre- and Intermediate-)
• Topic: graphs, properties of graphs (points, slope, intercepts, equations)
• Materials: Equation Cards, Information Cards, Table Cards, Graph Cards (see attached)
• Time required:
• Description: This is a fun warm up when students are learning about lines and their properties.  It is appropriate for beginning algebra or as a fun and quick review for intermediate algebra students.  It can also be used in Pre-Algebra when beginning to work with lines.  The idea is for the students to find the 4 matching quadruplets – the graph, the table of values, the properties, and the equation of the line.  You may choose to just use two sets and finding a matching pair or possibly using 3 sets of cards and find matching triplets.  It will depend on what you have covered in your course.
• Implementation notes:You will need to copy onto cardstock the equations, the tables, the properties, and the graphs.  It would be best to use separate colors for each set of cards.  For example, all the graphs can be on yellow cardstock and all the equations can be on blue cardstock, etc.  Next, cut each set into squares.  Remember, you only need one copy of each.  I would recommend that you laminate each card if possible -- otherwise they tend to get dirty, written on, crumpled, etc.  This will give you one permanent set of the cards and you should never need to copy them again.
  Choose the number of sets you would like to play with (maybe just two initially).  You do not need to use all of the cards in each set – pick the ones that work for you.  Mix them up and pass them out to your students.  Tell them to get up and try to find their matching card(s).  For example, if I am a student who has the actual graph of the line, I will get up and move around the room and try to hunt down its matching equation.  Once a match is found, the students should bring them to the teacher to verify the cards go together.  It takes no more than 10 minutes for all students to find their match.  To make it more challenging, add in a 3rd and 4th set of cards and now the students will have to find the matching triplet or quadruplet before running up to the instructor.
  This activity allows students to use all learning styles – visual, audio, and kinesthetic.  It is very hands-on and allows them to verbalize what they see in their card.  This is a wonderful warm-up activity to get the class going.

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