Student Instructions:

Round (1) -- Packets A1-A3

1. Break students up into pairs.
2. Give each pair a copy of the blank proof template.
3. Students will receive one of three possible bags (A1 – A3) containing slips of transparency paper.
4. The slips of paper for the first round only verify one of the sides of the identity and only verify it using one possible method (however there will be one extra slip listing the final answer of the side not used in illustrating the identity).
5. Students should decide which column to label “Work Area” and which column to label “Explanation”.
6. Students must rearrange the transparency slips showing the work in the correct order and students must also include the proper explanations so that the identity is adequately verified.
7. Students should also place the restrictions in the proper box (this is hard to get wrong in the first round since there are no extraneous restrictions in the packet).
8. Various pairs will be selected by the teacher to present their verifications on the overhead projector for inspection by the whole class. Student presenters must orally justify their choices for work and explanations and answer any questions posed by classmates and/or the teacher.

Round (2) -- Packets B1-B2

1. Break students up into pairs.
2. Give each pair a copy of the blank proof template.
3. Students will receive one of two possible bags (B1-B2) containing slips of transparency paper.
4. The slips of paper for the second round verify both sides of the identity using only one possible method for each side (there will be unused transparency slips).
5. Students should decide which column to label “Work Area” and which column to label “Explanation”.
6. Students must rearrange the transparency slips showing the work in the correct order and students must also include the proper explanations so that the identity is adequately verified.
7. Students should also place the restrictions in the proper box (there may be duplicate restrictions depending on which side is chosen for verification).
8. Once finished, students should put unused transparency slips back into the labeled freezer bags.
9. Various pairs will be selected by the teacher to present their verifications on the overhead projector for inspection by the whole class. Student presenters must orally justify their choices for work and explanations and answer any questions posed by classmates and/or the teacher.
10. Students should write down the steps to the side they did not choose to verify when a different lab pair presents it in front of the class.

Round (3) -- Packet C (most challenging)

1. Break students up into pairs.
2. Give each pair a copy of the blank proof template.
3. Students will receive one bag (C) containing slips of transparency paper.
4. The slips of paper for the third round verify both sides of the identity using multiple methods for each side (there will be unused transparency slips).
5. Students should decide which column to label “Work Area” and which column to label “Explanation”.
6. Students must rearrange the transparency slips showing the work in the correct order and students must also include the proper explanations so that the identity is adequately verified.
7. Students should also place the restrictions in the proper box (there may be duplicate restrictions depending on which side is chosen for verification).
8. Once finished, students should put unused transparency slips back into the labeled freezer bag.
9. Various pairs will be selected by the teacher to present their verifications on the overhead projector for inspection by the whole class. Student presenters must orally justify their choices for work and explanations and answer any questions posed by classmates and/or the teacher.
10. Students should write down the steps for the sides and methods they did not utilize to verify the identity as different lab pairs present their solutions in front of the class.

Alternate Student Instructions:

Another idea might be to create several stations throughout the classroom containing slips from all 6 packages. Groups or pairs of students could visit each station for a specified period of time and record their final results on paper before moving onto the next station. Conclude the activity with presentations using the overhead project giving each group a chance to display their results to the class.

Evaluation:

• Students should be evaluated based on their class presentations.
• Students could also be awarded points for each identity successfully verified.
• Students could also be required to write down all verifications on paper and hand them in for a graded assignment.

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