Once again, I can't believe the level of mathematical thinking these kids are achieving!
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
Wednesday, 2/4
1) Add to learning targets
2) Go over homework: Which is Which?
3) PT - Battery Charger
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.
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.
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