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definitely no
course
How confident do you feel about the material? 1 being not confident and 5 being super confident.
Do you feel like this activity was successful at helping you understand solving by graphing? 1 being
and 5 being a lot
Do you feel more comfortable solving by graphing? 1 being definitely no and 5 being a lot
Do you know this information well enough to be successful on a test? 1 being definitely no and 5 of
If they agree with the statement, they will raise their hands. Finally, students will have an exit slip asking them to verify if x24=5 is a system and if so, what is its solution. (Ans: (-3, 5) and (3, 5) )
Materials Needed:
Chart paper
Colored pencils
Marker
Calculator
Ruler
PowerPoint
Document Camera
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Lesson
Launch
Configuration:
Students will be placed in groups
of 5. The lead teacher will make
these groupings. These groups
will have a mixture of students
with varying math levels.
However, the goal of the seating
will be to help every student learn
for the other. And this will allow
students to work with students
they dont normally talk to.
Materials Distribution:
Each group will receive a large
sheet of grid chart paper with the
task attached. In addition to that,
each member in the group will
have different colors pencil so it
Anticipated Student
Thinking/Questions
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Teacher Moves
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Class Expectation:
The room is to be completely
"What if we need help?"
silent and students are expected to
write out their thinking as much
"So we're graphing?"
as possible. This activity will
continue to use our classroom
"Can we use the calculator?"
norms of everyone participating
and being heard in their groups.
The lead teacher expects to see
everyones color on the paper.
This activity will continue our
previous discussion of solving by
graphing.
Instructions:
The lead teacher will have a
student read the questions given
on the task card. Then, the
students will begin their work.
squiggle or a swirl?
What does it look like?
what information tables give
about the graphs,
What does the
table actually tell us? Are
these just random
numbers?
What's there
meaning?
information we can gather from
the equation
If we look at a
line with the equation y=
mx + b, what
information does the
equation tell us?
What about a
quadratic? What
information can it tell me
about the graph?
What about
absolute value?
To connect to students lives, ask
students if they think all
situations in real life would fit
one particular type of function
(linear quadratic, absolute value,
etc.). Life is not a perfect math
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Misconceptions:
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that point of
intersection?"
During the discussion, students
may struggle with justifying
their answers either because
they feel uncomfortable talking
aloud in front of their peers or
they are not certain as to why
something is written as it is.
We hope that the addition of
group roles will lessen the
anxiety for the presentation.
There will be a reporter whose
job will include keeping track of
everything that is being written
and the paths that their group
took in order to effectively
present their work to the class.
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Homework:
There will be no homework.
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