Reflection: Self-Talk Discovering Slopes - Section 1: Accessing Prior Knowledge

 

Presenting the idea of slope, no matter how clearly done, is generally not enought for students to learn slope well. I can't rely just on how great I think my explanations are, or on how well students memorize the slope formula to get right answers. In this sense, teaching slope can be difficult because the explanations don't always connect the ideas. Students need many oportunities to tackle examples.

The Common Core calls for students to grapple with challenging math on their own. This is really important when teaching slope because it is a crutial topic for other math courses to come. So, the more I engage students in making sense of slope by having them face different examples figuring out strategies and connections on their own, the better. I've begun doing this in this lesson, but I invite teachers to find other tasks, similar or different, so that studens can work on. (MP8)

 

 


  Teaching Slope can be difficult.
  Self-Talk: Teaching Slope can be difficult.
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Discovering Slopes

Unit 3: Relationships between Quantities/Reasoning with Equations
Lesson 8 of 15

Objective: SWBAT compute the slope of a line, graphically and algebraically.

Big Idea: The rate at which one quantity changes with respect to another can be determined either by computation or by looking at a graph.

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23 teachers like this lesson
Subject(s):
Math, Algebra, Expressions (Algebra), 9th grade, slopes, slope formula, graphing lines
  60 minutes
plane slope
 
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