Reflection: Developing a Conceptual Understanding Modeling with Two Variable Equations and Inequalties - Section 3: Closure

 

The three examples of student work give a nice overview of the levels of understanding during this lesson and on certain big mathematical ideas.  You can see in Student Work 1.jpg that this student has a basic understanding of the concept.  The understand that if you sell more of one you can sell less of the other.  The only issue is that this student is not making any connection between the two variables.  Compare that with the work in Student Work 3.jpg.  This student is realizing that you will have to sell more t-shirts in order to make up the amount you would get from selling one sweatshirt.  The student also makes reference to the fact that one is $15 more.  This is a good step in the right direction but the additive comparison could become problematic.  Cue Student Work 2.jpg.  This student realized the connection and saw it as being multiplicative (each sweatshirt costs 2.5 times as much as a t-shirt).  This is the direction that I want my students moving in as it will really help them later on with understanding rates of change and how quickly one variable grows in relation to another. 

  Developing a Conceptual Understanding: Write About It!
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Modeling with Two Variable Equations and Inequalties

Unit 8: Extending Equations
Lesson 13 of 13

Objective: SWBAT create equations and inequalities in two variables to solve a real world problem.

Big Idea: Students will make a real life problem easier to understand by representing and solving it graphically.

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2 teachers like this lesson
Subject(s):
Math, Algebra, equation, solution, inequality, equation
  40 minutes
modeling w equations inequal image
 
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