Notes about this performance task:

• It can be done in one day.
• On the back page, ask students if changing the equation to y = 15x + 20 and why or why not?
• This is an excellent segue from unit rate into slope.

Whew! This was a TOUGH one.  For the first time since the very beginning of the year, when students were not used to the rigor of this method of instruction, I saw students want to give up, with a few feeling very hopeless.  This was originally intended to take 1- 2 days but ended up requiring a full four days to complete.

Some notes:

• Mac Bay was saving this one until students had a better understanding of the y-intercept.  While I was hoping for more of a "student discovery" moment on this topic, I think Mac Bay's plan is a better investment in time.
• Next time, I will make a directed effort to use terms such as "starting value" and "rate of change."
• Make a set of cards for each pair of students and ask them to right the unit rate on each card, fill in missing scale values, etc.  
• Set a definable goal for students to create one set of matching cards.  For added differentiation, give students one set of matching cards and ask them 1) to put in correct order, 2) how they are connected and 3) what story the cards tell.

3. Update to the Learning Targets per the photo below.  Students were very insightful in connecting a higher/lower unit rate to the steepness of slope.

4. Update ISN, page 33, with Rate of Change foldable.  We only completed the section for Unit Rate.

5. Assignment: both sides: Slope Worksheet 1

Thursday, February 12

1) WWK: Slope - a value used to describe the steepness of a line, rise/run
2) Homework review in small groups and reported to the class.
3) Students worked in small groups to complete the last page, comparing two graphs.

Wednesday, February 11

1) WWK: Unit Rate, Independent Variable, Dependent Variable (see photo for definitions used).

2) Each student received a copy of the PT: "By the Book."  A student read the directions aloud to the class, followed by a discussion of the meaning of the following words from the text: manuscript, publishing house, copy editor. 

3) Students worked individually to answer the first questions of defining the independent, dependent variables, followed by checking in their groups and class discussion.

4) The class progressed through the handout, first individually, then in groups, then class discussion.  Students required some help in developing the scale for both graphs. However, more and more students are doing this independently.

5) Assignment: Complete questions 9 - 12 and have them ready at the beginning of class tomorrow.

2) Complete Starburst Task

• Review where we left off on Friday
• Ask what you still need to know - both classes responded with "size of individual wrapper."
• Pass out one starburst per student.  They measured and found the answer to how many needed for 3 meter by 1 meter piece of fabric
• Students presented to the class - discussion followed about 1) is there supporting evidence for each answer? 2) does each answer have to be exactly the same? Why? Why not? 3) Is supporting evidence sequential, logical and reasonable?  What kind of M-Step score would this receive?
• Extension: I used this PT to have students identify the unit rate, independent variable, dependent variable and function rule.  See photo below.

3) Students completed the first page of the By the Book task.

• We read the first section together.
• Small groups decided on dependent and independent variables and reported to class

4) Assignment: complete questions 2 - 4 

Monday, February 9

M-Step Practice: Cereal Box

Friday, February 6

Quiz - Function Unit
Started Starburst Dress PT

• 3-Act Task, we were able to complete Act 1, And all of Act 2, except for doing calculations.
• See photos below for direction I took the classes during the 3 Act discussions:

Basic Lesson Plans:

Thursday, 2/3
1) Go over graphs from Battery Charger (yesterday's assignment)
2) Answer three questions (2 from original PT, 1 that I added - see photos)
3) Bonus: Find the rule that describes each graph

• Students needed to be reminded that patterns lead to rules, but are not the same.
• In each class, there was at least one person in each group that had a well done and correct graph.
• In each class, there was a group that got one of the equations by guess and check and a group that got it entirely, or mostly, by finding the rate of change and y-intercept.  This was purely by instinct and not through prior knowledge of y=mx+b
• I did give a hint that it would fit: (output) = # (input) + #
• Assignment: handout for Is it a function?

Wednesday, 2/4
1) Add to learning targets
2) Go over homework: Which is Which?
3) PT - Battery Charger

• Students required to represent each function at least 2 ways

4) Assignment: Represent each function as a graph, using one coordinate plane for both. Note - I got students started off by showing them the dependent and independent variables (introducing those vocab words), and helping them create the scale of both the x and y axis.

After yesterday's snow day, we needed to regroup a bit, get caught up on ungraded assignments, and keep going on our investigation of functions.

1) Check off, grade and answer questions over last week's homework handouts

• What is my rule? Both sides.
• PT: Shirt Color, is it a function?

2) City Planning Projects returned and sent home
3) M Step practice questions returned and talked over
4) Assignment: choose 2 out of the three problems on the PT: Which is Which?

• Note: start off with a review of the Learning Targets covering this task, vocabulary review and discussion about full responses with supporting evidence.