##
* *Reflection: Rigor
The Tablet Wars: Comparing Linear Functions in Different Representations - Section 5: Exit Ticket and Homework

The **Student Sample Writing about Multiple Representations **is an example of how writing in the mathematics classroom can support students thinking and increase rigor and coherence, all aligned to the Common Core Content and Math Practice standards.

In this particular example, the student analyzes the three different companies and compares and contrasts the cost/benefit of investing in each company. One aspect of this activity that I have come to appreciate is the flexibility and differentiation that writing tasks bring to the table. Through writing, one student might work on understanding/identifying the big picture of the lesson, while another student focuses on providing more in depth analysis and justification of their writing.

In my classroom, writing is a main part of the daily routine and culture. I want students to be able to communicate and show AND explain their thinking not only through mathematical notation, but also through written language.

*Rigor: Writing as a Tool to Rigor and Coherence*

# The Tablet Wars: Comparing Linear Functions in Different Representations

Lesson 3 of 10

## Objective: SWBAT compare and contrast linear functions represented in different ways (graph, table, equation). SWBAT use evidence from their work to strengthen logical arguments

## Big Idea: Students make the connections between different representations of linear functions to analyze profit trends for different companies selling tablets!

*90 minutes*

#### Entry Ticket

*15 min*

For the **Entry Ticket: Tablet Wars - Comparing Linear Functions in Different Representations** student first work independently on problems involving finding the slope and y-intercepts for linear functions. The twist to this entry ticket is the functions are not always represented in the same way - some are represented as equations, others graphically and others in tables. The intent is to start having students to become experts at identifying what it means to be a linear function, no matter what the representation.

I typically give the class about 7-10 minutes to complete the problems, and then have them complete a **Turn and Talk **with a partner. For the turn and talk student pick one problem and dive deep in terms of their thinking about the problem and what strategies they needed to solve the problem. This also give an opportunity for students to talk about problems that they had difficulty with and perhaps figure out why they had difficulty with the problem.

After students have a chance to complete the turn and talk, I reconvene the class and begin the next section of the lesson.

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In this section students are active note-takers using **Two-Column Note Form**. In this 20-minute section of **Direct Instruction, **I review a number of problems similar to that found on the entry ticket. The **Problems **are found as a resource in this section.

As an alternative, teachers can print copies of the problems and have students take notes on the problems that are already setup for them. For each problem, I ask students to translate the linear function into other representations (table, equation, graph and a set of points).

During this time I am sure to provide **Explicit Instruction**, clearly stating the how and the why of solving the different problems. I write each of the problems below one at a time and work through the problems with the class. I encourage students to engage in active note-taking strategies during this process so the problems serve as a reference that they can use for help with homework and studying for tests.

Student engagement is a big part of the note-taking process. While I have a set of problems and solutions to review with the class, I try to include a number of prompts along the way to keep students engaged and thinking about the process. What I want to avoid is students passively copying down notes from the board.

Some example prompts I use are...

-How does x change compared to y based on the table of values?

-What is the value of y when x =0? What does this tell us about the function?

-What other observations about the table of values do you notice?

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Students continue working on the **Class Activity: Tablet Wars - Comparing multiple representations of linear functions **in this section. This activity fits in well with the Math Practice **MP.4 **of modeling as well as **MP.3 **as students are working in partners and have to navigate and reconcile their own arguments with that of their peers.

The activity consists of a packet, with one company on each page. Students have to translate between different forms of the linear functions (for example, for the first example, students are given the information on profit for Samsung as a graph and are asked to calculate and interpret key features of the graph).

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After students complete the information about Dell, Samsung and Apple then they turn to composing a written response to a number of questions about the data. The prompts for the written response are on the last page of the **Class Activity on Tablet Wars**.

I like to use the** Idea Organizer**, a template that I use to help students organize their writing (in the resource section of this section). I would suggest that students type their responses they they can edit and polish them at home, but writing out on lined paper is a perfectly fine alternative. Teachers can also use a laptop cart, computer lab or any other access to technology and have students type up their responses that way.

In this section the focus is on giving students an opportunity to apply the mathematics about linear functions to a real-world situation and engage in meaningful critical thinking skills. I like to focus on question d that asks students to make a decision about which company they would choose to invest in. This is once example of pushing students to provide examples of mathematics to back up their arguments.

As students work on the written response, I am circulating the room checking in on students, first focusing on students who are not moving their pen/not typing - with writing I think it is crucial for students to start the process in the first few minutes to avoid writer's block, or the anticipatory anxiety that can snowball with the writing process.

#### Resources

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#### Exit Ticket and Homework

*15 min*

To conclude class, students work on the Exit Ticket and begin the **Homework: Comparing Linear Functions in Different Representations **as time permits.

For the **Exit Ticket**, students complete a **Think, Pair, Share** as a way to reflect on the day's lesson.

I write the following reflection prompt on the board for students to ponder:

**Reflection **– write at least one sentence describing how you felt about this assignment – which representation (graph, table or equation) is easiest for you to work with and why. Write down one task or problem from this assignment that you think you need more review/work on.

Students are given 2-3 minutes to write down their ideas and reactions to the prompt. For the next 3-5 minutes, students turn and talk to a partner about the reflection. For the remaining 7-10 minutes, I have a class discussion with different students sharing their thoughts about what students understood and what areas students need more help with.

The **Homework** for tonight is twofold: 1. complete the written response and edit the class activity on tablets (for any students who did not complete the assignment) and 2. practice problems on calculating the rate of change and intercept for linear functions in different forms (similar type problems to the entry ticket - this way I have pre and post data that I can anlyze to see trends in student learning on the topic).

*expand content*

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- UNIT 1: Thinking Like a Mathematician: Modeling with Functions
- UNIT 2: Its Not Always a Straight Answer: Linear Equations and Inequalities in 1 Variable
- UNIT 3: Everything is Relative: Linear Functions
- UNIT 4: Making Informed Decisions with Systems of Equations
- UNIT 5: Exponential Functions
- UNIT 6: Operations on Polynomials
- UNIT 7: Interpret and Build Quadratic Functions and Equations
- UNIT 8: Our City Statistics: Who We Are and Where We are Going

- LESSON 1: Everything is Relative: An Introduction to Linear Functions
- LESSON 2: Creating Linear Functions to Model State Population Data
- LESSON 3: The Tablet Wars: Comparing Linear Functions in Different Representations
- LESSON 4: Precipitation and Temperature: Estimating Rate of Change Over a Specified Interval
- LESSON 5: Creating and Solving Equations and Inequalities
- LESSON 6: Practice Session on Creating and Solving Equations and Inequalities
- LESSON 7: Running and the Domain of Middle Earth: Modeling a Run and a Hobbit's Journey through Piece-wise Functions
- LESSON 8: Comparing Investments: A Math Assessment Project Classroom Challenge
- LESSON 9: Study Session for Unit Test on Linear Functions
- LESSON 10: Unit Assessment: Linear Functions