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* *Reflection: Staircase of Complexity
Alphabet Toothpicks - Section 2: Beginning the New Activity

*Alpha et Toothpicks Reflection.mov*

*Alphabet Toothpicks*

# Alphabet Toothpicks

Lesson 13 of 30

## Objective: SWBAT read a table to locate the initial amount and calculate the rate of change to write a linear function rule

## Big Idea: Use toothpicks and extended tables to visualize rate of change and initial amount to write a linear function rule.

*50 minutes*

Today is Monday, so the Powerpoint allows students five minutes to open agenda books and record all "Big Rocks" for the week. I move about the room with my own agenda book checking student work and recording my own big rocks for the week - model by doing.

#### Resources

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#### Wrapping Up the Lesson

*10 min*

I usually wrap up this lesson by having students present their work and answers to the given questions. As students are working, I am moving about the room questioning students and asking them how they arrived at their answers. If I have more than one method that answers the questions and each is a correct method, then I ask both groups to present during the wrap-up session and we discuss the merits of both.

Areas to discuss in detail include the structure and importance of the zero figure (initial amount or initial pattern). Further discussion about the structure of the linear function rule including why initial amount is added but rate of change is multiplied are very important. Rate of change is to model the repeated addition of new toothpicks.

I would suggest assigning a homework page that will allow students to practice (about 10-12 problems) writing linear function rules. The homework page could include reading tables to write a linear function **(MP2) **and word descriptions such as pizza - delivery fee plus rate of change so write a function rule to model the total cost (there will be a video for this real world scenario later).

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- LESSON 2: Introducing Function Graphs Continued: Day 2 of 4
- LESSON 3: Introducing Function Graphs Completed: Day 3 of 4
- LESSON 4: Introducing Function Graphs Completed: Day 4 of 4
- LESSON 5: Disney World Park Tickets
- LESSON 6: Interpreting Graphs Formative Assessment Lesson Day 1 of 2
- LESSON 7: Interpreting Graphs Formative Assessment Lesson Day 2 of 2
- LESSON 8: Experimenting with Linear Patterns
- LESSON 9: Experimenting with Non Linear Patterns
- LESSON 10: Jump Frog Jump Day 1 of 2
- LESSON 11: Jump Frog Jump Day 2 of 2
- LESSON 12: Hexagon Trains
- LESSON 13: Alphabet Toothpicks
- LESSON 14: How Sweet it Is
- LESSON 15: Stacking Cups
- LESSON 16: Non-Linear Functions Skittles Lab
- LESSON 17: Input/Output Scatter Plot Posters Day 1 of 2
- LESSON 18: Input/Output Scatter Plot Posters Day 2 of 2
- LESSON 19: Function Machine
- LESSON 20: Using Numbers to Catch the Criminal Day 1 of 3
- LESSON 21: Using Numbers to Catch the Criminal Day 2 of 3
- LESSON 22: Using Numbers to Catch the Criminal Day 3 of 3
- LESSON 23: Comparing Runners
- LESSON 24: Comparing T-Shirt Companies Day 1 of 2
- LESSON 25: Comparing T-Shirt Companies Day 2 of 2
- LESSON 26: Comparing Pizza Companies Day 1 of 2
- LESSON 27: Comparing Pizza Companies Day 2 of 2
- LESSON 28: Functions Unit Exam Day 1 of 2
- LESSON 29: Functions Unit Exam Day 2 of 2
- LESSON 30: Unit Project Research with Statistics