Begin by covering the basic terminology related to the math topic.

Ask students to get in groups not greater than 5.

Post poster with Example-Conclusion graphs with their
corresponding examples.
Explain examples to students and ask them to work in groups to
figure out the pattern and write it in a post-it note.
Provide Students 5 to 10 minutes discuss.
Invite students to the board to place their post it notes in the
poster with their conclusion and example.
LEAD the discussion to the right conclusion. Do not provide the
answer unless it is obvious that they are not getting it.
Formalize the rule (e.g. write the theorem; provide the generic
formula, etc.).
Repeat steps 3-8 with all relevant rules.

Group Work
Output and
Performance

Phase I
1. Begin by reviewing the basic rules, using the posters if available.
2. Ask students to get in groups not greater than 5.
3. Provide a packet with exercises such as the one provided in the
workbook.
4. Model a problem where the steps are given but the rules have to
be provided.
5. Ask students to solve a similar problem in groups.
6. Provide 5 to 10 minutes for students to solve the problem.
7. LEAD the discussion of the assigned problem. Do not provide the
answer unless it is obvious that they are not getting it.
8. Summarize the problem.
9. Assign another problem for the list to be done individually in class.
10. Provide 5 to 10 minutes for students to solve the problem.
11. Collect the problem and use it for diagnosis purposes.
12. Assign the rest of these types of problems as homework

Phase II
13. Model a problem where the rules are given but the steps have to
be provided.
14. Ask students to solve a similar problem in groups.
15. Provide 5 to 10 minutes to solve the problem.
16. LEAD the discussion of the assigned problem. Do not provide the
answer unless it is obvious that they are not getting it.
17. Summarize the problem.
18. Assign another problem for the list to be done individually in
class.
19. Provide 5 to 10 minutes for students to solve the problem.
20. Collect the problem and use it for diagnosis purposes.
21. Assign the rest of these types of problems as homework
22. Ask the students to complete the rest of the problems at home
where they have to provide everything the rules and the steps.
23. After students have done several problems, they may not use
the Multi-rule maps anymore.

Group Work
Output and
Performance

 Model a problem using a specific Math breaker.

Ask students to solve similar problem in groups.
Provide additional problems for students to do the
problem themselves.
Collect the problem and use it for diagnosis purposes.
Create paper cutouts from the Math Breaker and ask
group of students to find the right sequence to solve
the problem.
For more advance students, ask them to create their
own Math Breaker.

Solve the
problem:

Let x = represent the age

of Marlene.

How old is Marlene

five years ago?

Carmen is three year younger than Marlene.

Five years ago, Marlene was twice as old as
Carmen. How old is Carmen now.

x-3

(x 5)

(x 3) - 5

How will you

represent the
age of Carmen

How is Carmen
five years ago?

Five years ago, Marlene was twice as old as Carmen.

Simplify

(x-5) = 2 [(x-3) 5]

Translate the
statement into
mathematical
sentence.

x - 5 = 2(x 8)
x - 5 = 2x - 16
APE

DPMS

2x -- 11
11
xx == 2x
-x = -11
MPE

APE

x = 11

Carmen is three year younger than Marlene.

Five years ago, Marlene was twice as old as
Carmen. How old is Carmen now.

Let x = represent the age

of Marlene.

If x = 11

11
How old is Marlene
five years ago?

Age of Marlene
five years ago.

How will you

represent the
age of Carmen

x-3
8

(x 5)

(x 3) 5

(11 5)

11 3 - 5

How old is
Carmen five
years ago?

Age of Carmen
five years ago.

Checking: