Reflection: Developing a Conceptual Understanding What is it trying to tell us? - Section 3: Exploration

 

This lesson contains multiple opportunities to use the graph and the table as evidence. I also ask my students to come up with their own evidence in the form of pictures and explanations. I think they need multiple exposures to the same types of questions. After hearing or seeing an idea presented once I want them to have a chance to make sense of it, question it, test it, verify if, and use it. I don't expect every student to respond to information in the same way. Some students will 'get it' when they see it demonstrated in a graph, some when it is explained with the table, and others with a drawing. This is why I ask the same question multiple times. 

I also want to encourage multiple representations so we can make connections between them and evaluate their strength as evidence. I want to invite several students to come to the board and explain the infomation in their own way.Having multiple different ways of showing and explaining helps my students make connections between the context, the graph, the table, and the numbers. I have learned more about the math by asking my students about the relationships between multiple representations then by presenting instruction in a single method! They learn more about the strengths and limitations in each model and helps them make choices about what tools to use in the future to show proportion.

 

  Repeated opportunities to use evidence
  Developing a Conceptual Understanding: Repeated opportunities to use evidence
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What is it trying to tell us?

Unit 6: Proportionality on a graph
Lesson 2 of 10

Objective: SWBAT interpret data in graphic form.

Big Idea: Students make connections between information presented on a graph and in a ratio table.

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5 teachers like this lesson
Subject(s):
Math, Number Sense and Operations, proportionality on a graph, Interpreting Graph, constant ratio, ratios, pattern
  49 minutes
ratio on a graph
 
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