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  Elizabeth Lynn's Math Adventure
Elizabeth Lynn's Math Adventure

Pt: Heartbeats and Styrofoam Cups

3/11/2015

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Wednesday, March 11
  • WWK: Scatterplot and Line of Best Fit
  • Learning targets for Hearbeats
  • PT: Styrofoam Cups (3-Act task) - see photos below
  • Assignment: prior discussion - 1) What two variables does this task compare? 2) Is this a linear relationship? followed by homework assignment: Find a function rule that describes this relationship.
Tuesday, March 10
  • Students work in groups to complete Heartbeats PT
  • NOTE: I extended the performance task with Part 5 and Part 6 shown in the photo below.  I still feel that this is an introductory lesson on line of best fit, but wanted students to think more deeply about the connections to functons and function rules.
  • Student work for Part 5 and Part 6 is shown.
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Monday, March 9
  • Finish "Winter is Over" performance task with presentations from 3 groups with each group closer to actual solution
  • Complete learning targets that correspond to "Winter is Over"
  • Start PT: Heartbeats.
  • Assignment: Half page - table/graph/equation for babysitting money, will go into ISN

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PT: Winter Is Over

3/6/2015

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Quotes overheard during today's performance task:
  • "It has to start at zero, there's no such thing as negative one boxes."
  • "Would the number of boxes be the independent variable since that controls the total area?"
  • From one student to her team: "What is an outlier?" Answer from teammate: "It's just a point that doesn't fit in with the rest."
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Friday: 


1) Tests returned
2) Folder clean out
3) PT: Winter is Over
  • Very do-able in one class period, but students will present on Monday
  • Using uni-link blocks to represent the boxes allowed for finding surface areas and volumes to go quickly since students could count each side as one.
  • I introduced the vocabulary word "Bivariate Data" prior to the lesson and the word "Outlier" during the lesson, once students started discussing it.

Thursday: Test over unit 5
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Rounding up Unit 5 

3/3/2015

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Rounding up this unit didn't go well.  It had nothing to do with the kids, or the amazing things going on in our class. It had to do with adults and the difficulty of change.  That is so frustrating, but exactly what makes changes hard . All I can do is try to show grace, support, understanding and keep my ego from going to the angry place that I would like to go to.  I have to keep my head in the game and know what is best for my students may not always be the easiest path, but the correct path for me to pursue.

Tuesday, March 3
  • Grade yesterday's assignment.
  • Direct Instruction, ISN page 35, Y=mx + b
  • Assignment: Handout 

Monday, March 2

  • Direct Instruction - Slope in terms of Rate of Change
  • Assignment: page 348, 7-15

Friday, February 27

  • Quiz
  • Direct Instruction - finding slope between two points, ISN
  • No Assignment
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    Leaving a Trail:
    Mathematical Adventures

    We are on edge of something new and amazing. Where will this new path take us?

    Abbreviations Used:
    ISN= interactive student notebook
    WWK= words worth knowing
    PT= performance task



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    Elizabeth Lynn
    Future Prep
    Grows Professionally
    More Than Math
    Reflects On Teaching
    Shows Professionalism

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