Anna Perrin

Teaching Experiment 3
Formative Assessment Activity: Matching Representations
Planned Date of Implementation: February 18, 2016
Common Core State Standards:
CCSS.MATH.CONTENT.HSA.SSE.A.1 Interpret expressions that represent a quantity in
terms of its context.
CCSS.MATH.CONTENT.HSF.LE.A.1.B Recognize situations in which one quantity
changes at a constant rate per unit interval relative to another.
CCSS.MATH.CONTENT.HSF.LE.A.2 Construct linear functions given a graph, a
description of a relationship, or two input-output pairs (include reading these from a
table).
Mathematical Practices:
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving
them.
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
Grouping Structure and Reasoning:
My students will work in groups of four, and each students will be responsible for one
representation. They will use folders to prevent their group members from seeing their cards,
requiring them to all communicate verbally and thus requiring that all students be engaged in
the task. In this way, the task becomes more group-worthy and requires a deeper level of
understanding from the students.
Structure and Timing:
Launch: Explain rules for task, practice with a sample of the representations: What
information could be useful to share with your group? (5-8 minutes)
Explore (25-30 minutes): Students will work in their groups to match the representations. If
groups finish early, they will work as a team to record answers to the following questions:
What connections did you use to match the representations?
How can you see/find slope/y-intercept in each representation?
Summarize: Discuss strategies for matching, compare representations, (remaining time, 10-15
minutes)
Lesson Goals:
Students will be able to:
Identify slope in different representations of linear relationships
Describe connections between representations of linear relationships

Questions to Elicit Thinking:

Group:
How can you find the slope from the information you have?
What information would be useful to share with your group?
How can you see ____ (detail shared by one group member) in your
representation?
Class:
What information would be useful to share with your group?
What information helped you connect the _____ and _____ representations?
What connections did you find?
How can you see/find the slope/y-intercept in each representation?
Which representations were easiest/most challenging to match? Why?
Data Collection and Analysis:
Modes of data:
Video to further assess how the students are working together and review their
verbal responses during the discussions for accurate mathematical language and
consider what assumptions I may have made about their understanding at different
points in the lesson.
Observation notes - I will be walking around and listening to how students are
describing their representation in order to match with their group. I will also be checking
their work as they go. I will specifically be listening for:
Describing if their scenario represents an increase or decrease
Describing rate of change
Identifying slope/y-intercept in the representations
Feedback Mode and Purpose: Feedback will be verbal, though if one specific student in a
group requires feedback, I will use post-it notes (ex. suggest that they look at a certain feature
of their representation). I will give much of my feedback by questioning how they know that
certain representations match (rather than confirming this for them). The purpose of this is for
the students to identify if they understand and are confident in their answers, or if they need to
work further with their group to confirm their matches (as a form of formative assessment).