|
The activity of
"sequencing" has many useful applications to mathematics.
Sequencing is the breaking down of a process into a series of steps which
can be arranged in some chronological order. Since mathematics is
such an "organized" language, it is possible to apply this
strategy to many units.
This activity is
simple. Prepare ahead of time a process which has a sequence of
events (such as an Euclidean proof). Write the process on a sheet of
paper leaving enough room between the steps so that the steps may be
easily cut
apart. Cut the steps apart, shuffle the strips of paper, and place
them in an envelope. Students may work alone or in pairs. The
task is to reassemble the sequence in a mathematically correct order
(which may at times be different than the teacher's original answer.)
(Hint:
When cutting the
strips apart, cut an extra slice between each strip.
In this way, the students will not spend their time trying to match
the cuts of the paper.)
Here is an example
of a sequence activity ready to be cut apart:
|
Put
the problem and the diagram on the
board for everyone to see
(or put it on
the front of the envelope).
Given:
ABCD
is a parallelogram
 |
Prove:
DEFC is a rectangle |
|
| ABCD is a parallelogram |
Given |
 |
A parallelogram had 2 sets of
opposite parallel sides. |
|
|
Given |
 |
In a plane, two lines perpendicular to the same
line are parallel. |
| DEFC is a
parallelogram |
If both pairs of opposite sides of a
quadrilateral are parallel, the quadrilateral is a parallelogram. |
| <DEB is a right angle |
Perpendicular lines meet to form right
angles. |
| DEFC is a rectangle |
If one angle of a parallelogram is a
right angle, the parallelogram is a rectangle. |
|
Ask students to place the
strips back in the envelopes when the
activity is over. You are all set to repeat the activity with
another class.
|
 |
If you want to create a
more challenging activity,
cut the pieces apart both horizontally and vertically. |
|
