Zack- Do you have an example you could possibly post of this project? I'm interested to see what the finished products look like. Thank you, CP
Information - Flipbook Project Lesson Plan
E-book, Lesson Plan
The Flipbook project is an individual activity that stresses problem solving and critical thinking as applied to graphing linear equations.
Mathematics > General
Functions Linear Equations in Two Variables Graphing Linear Equations Using Intercepts Slope Rate of Change Slope-Intercept Form Writing Linear Equations Best-Fit Lines Solving Systems of Equations Graphing Inequalities
Introduction:The Flipbook project is an individual activity that stresses
problem solving and critical thinking as applied to graphing linear equations.Timing:This activity requires 90 minutes of class time to
complete.Break it up over two,
maybe three periods.Some of the
project can be assigned for homework.Getting the math component done in class will allow students to focus on
the creative component at home and will reduce the chance that students will
get too far off base with the mathematical side of the project. Group Size: IndividualLearning Objectives:The objective of this activity is to:a)
Review linear equations, x and y-intercepts, ordered pairs, and the
slope-intercept form of linear equationsb)
Develop problem solving and critical thinking skillsc)
Integrate a creative component into a traditional math lessonGuiding Questions:How can various types of linear equations be incorporated
into a flipbook?Materials:Markers, scissors, a heavy-duty stapler, colored masking
tape (incase the stapes won’t hold), and other random art supplies. Photocopy
enough activity sheets for each student.Using colored card stock, copy or print enough of the flipbook sheets so
each student will have 21 flipbook pages.They only need 20, the 21st is just in case
one of theirs is lost or a mistake is made.Procedures:Read
through the opening sections as a class. This is an individual activity, so
students may have varying levels of competence with linear equations and
graphing and may need different amounts of support.Students should feel pretty comfortable with horizontal and
vertical line, but may struggle with the diagonal ones. Students
must create a 20-page flipbook that includes a linear equation on each of
them.As soon as students are
given their flipbook sheets, have them number the back of each page from
1-20.Each linear equation
must be different for each page of the flipbook.Students may choose to have one line moving slightly from
page to page, like focusing on the stem of a flower that is dying and being
reborn.Other students may have
different lines on each page from different parts of the background of a
drawing, like the horizontal and vertical lines background buildings would make
in each drawing.Students need to
equally use horizontal, vertical and positive and negative diagonal lines.The horizontal and vertical should be
very easy for them by now, but getting diagonal lines with reasonable
intercepts and slope, will take some skill.I would have students focus on making sure all their
diagonal lines cross the x and y-axes at whole numbers and lie within the
drawing. Make sure students record the actual equation, the slope, the x and
y-intercepts, and four ordered pairs in the table provided.The teacher should double check the
first few diagonal lines.These
are typically where students go astray.Their
design will also be assessed for creativity and neatness.The art aspect of this project is
pretty wide open.Their linear
equations just need to be visible in some way on each flipbook page. It doesn’t
have to completely stand out, but the teacher should be able to find them
without much difficulty.Students
should roughly sketch their design and then focus on creating functional linear
equations afterwards. Make
sure student understand the use of the rubric and know that they must score
themselves before the project is turned it.The extra point is given with the idea that if anyone
matches my score, they must of used the rubric properly.The same goes for taking the
point.If they over-scored
themselves by four points, they probably did not follow the rubric.Assessment:Student’s Flipbook project should be graded based on the
rubric included in the activity sheetAnswer Key:Each student’s Flipbook project will be different, so an
answer key would be of no use.