Reflection: Checks for Understanding The Tortoise and The Hare Project Day 2 - Section 1: Warm Up


I received an amazing amount a great responses to this question.  I really like open-ended questions like this because they can bring out some misunderstandings that may not pop up otherwise.  One interesting issue that came up with several of my students, as seen in Student Work 1, Student Work 2, and Student Work 3, had to do with mixing units within a modeling situation.  This let me know that these students were struggling with the concept of linear growth and modeling in general.  

A great way to deal with a problem like this is to use an activity like My Favorite No or putting it on the board for a class discussion.   I never give the name of the student unless they identify themselves.  I also engender a classroom atmosphere of discovery and comfort with the fact that mistakes get made when exploring mathematics.  This helps students learn from their mistakes rather than fear making them.  

  Checks for Understanding: Mixing Units
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The Tortoise and The Hare Project Day 2

Unit 2: Modeling with Functions
Lesson 13 of 24

Objective: Students will be able to graph functions and identify their important features in relationship to a real-life scenario.

Big Idea: Will the tortoise win again? Students will not only find out but write a mathematical story about it.

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1 teacher likes this lesson
Math, Systems of Equations and Inequalities, Algebra, graphing equations, linear functions, graphing linear functions, Algebra 1, Algebra 2, master teacher project, Graphing Systems of Equations
  50 minutes
image tortoise and hare project
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