DRAFT –To incorporate the use of robots as a visual representation

Our eighth grade math program is a tight one as far as scheduling given the curriculum itself and then test preparation.We have been using the Connected Mathematics Program for the last 5 years.Topics/Concepts are introduced as “investigations” and students usually work in groups of three or four. My idea is to use the robots to mimic one of the investigations in the Moving Straight Ahead (linear relationships) book . This would be first lesson plan.A second lesson plan would be developed to discuss the programming piece as it relates to networks covered in the Clever Counting (combinatorics) book.

The following investigation will have been done prior the use of robots:

Introduction:Walking to Win – While in gym class Emile finds out that his walking

rate is 2.5 meters per second.When he gets home from school, he times

his little brother Henri, as Henri walks 100 meters.He figures out that

Henri’s walking rate is 1 meter per second.

Challenge:Emile knows his brother would enjoy winning the race but he does not

want to make the race so short that it is obvious his brother will win.

a)What would be a good distance to make the race so that Henri will

win ina close race?

b)What would be a good distance to choose if Emile wants to beat his

brother but wants the race to be close?

Students will decide on a strategy to reach a conclusion.Here are three methods they have been using and may decide to use:

1)Make a table showing time and distance data for both brothers.

2)On the same set of axes, graph time and distance data for both brothers.

3)Write an equation for each brother showing the relationship between the time, and the distance from the starting line.

Representations will be presented using transparencies or chart paper.Discussion will be had relating to: who is ahead after so many seconds; how far from the starting line will Emile overtake Henri; after how many seconds will Emile overtake Henri.Other questions relating to slope (steepness of line), y-intercept and the equation of the line will be addressed.

The next session would then be on robots.My feeling is that they will see what such a situation would look like as it is happening.

Aim:Students will be able to write an equation for the path of each robot.

Challenge:Two robots, perhaps named Emmy and Henrietta, are competing.Emmy is

faster than Henrietta.If Henrietta is given a head start, at what point will

Emmy overtake her?

**What would we need to do to make the above happen? Discussion with students to raise following points:

*Manipulate power of each robot

*Determine speeds of each robot. How would this be done?

*Map out a path ,decide on an appropriate distance,

mark off specific distances (?)

*Program robot – distance (when will it stop);time?

Materials: two robots per group; chart paper; masking tape; stop watch; meter stick

Procedure:1.distribute assembled robots and other materials

2. have students measure a distance based ondiscussion

3. mark off at what point Henrietta will start

4. place robots on path; Emmy at her point and Henrietta at hers

5. have a student call "start"

6. reassess and adjust placement, speed if necessary.

Evaluation and Assessment: Completion of task; written equation; written reflection on exercise addressing problems/success with exercise