## Loading...

# Hexagon Trains

Lesson 12 of 30

## Objective: SWBAT read a linear function table to locate the initial amount and calculate the rate of change.

## Big Idea: Take students from concrete to abstract with this hands-on lesson and extended table to help with initial amount and rate of change.

*50 minutes*

Administer the learning check entrance slip and allow student to use calculators. The goal of the entrance slip is to gauge student understanding of initial amount, rate of change, and how these work together in the structure of a linear function rule (slope intercept form). Collect the entrance slips and grade them to record the mastery level of each student in whatever system you use (I keep a spreadsheet usually either in Excel or my computer gradebook Infinite Campus). Pass these back to students on the following day so they can keep a personal assessment log of their understanding of initial amount, rate of change, and function rules.

*expand content*

#### Wrapping Up the Lesson

*5 min*

This is an important time to allow students to present their thinking to the group about the importance of the zero figure and how to express the rate of change as repeated edition in the function rule (multiplication with rate of change) **(MP3)**.

For homework I would assign a sheet with about 10-12 problems using tables, graphs, and word problems to ask students to find the initial amount and rate of change to write a function rule. Keep the tables fairly simple on rate of change (no rational rates of change on this homework page).

*expand content*

##### Similar Lessons

###### Graphing Linear Functions Using Given Information

*Favorites(33)*

*Resources(17)*

Environment: Urban

###### From Patterns to Arithmetic Sequences

*Favorites(15)*

*Resources(17)*

Environment: Urban

###### The Tablet Wars: Comparing Linear Functions in Different Representations

*Favorites(11)*

*Resources(18)*

Environment: Urban

- LESSON 1: Introducing Function Graphs: Day 1 of 3
- LESSON 2: Introducing Function Graphs Continued: Day 2 of 4
- LESSON 3: Introducing Function Graphs Completed: Day 3 of 4
- LESSON 4: Introducing Function Graphs Completed: Day 4 of 4
- LESSON 5: Disney World Park Tickets
- LESSON 6: Interpreting Graphs Formative Assessment Lesson Day 1 of 2
- LESSON 7: Interpreting Graphs Formative Assessment Lesson Day 2 of 2
- LESSON 8: Experimenting with Linear Patterns
- LESSON 9: Experimenting with Non Linear Patterns
- LESSON 10: Jump Frog Jump Day 1 of 2
- LESSON 11: Jump Frog Jump Day 2 of 2
- LESSON 12: Hexagon Trains
- LESSON 13: Alphabet Toothpicks
- LESSON 14: How Sweet it Is
- LESSON 15: Stacking Cups
- LESSON 16: Non-Linear Functions Skittles Lab
- LESSON 17: Input/Output Scatter Plot Posters Day 1 of 2
- LESSON 18: Input/Output Scatter Plot Posters Day 2 of 2
- LESSON 19: Function Machine
- LESSON 20: Using Numbers to Catch the Criminal Day 1 of 3
- LESSON 21: Using Numbers to Catch the Criminal Day 2 of 3
- LESSON 22: Using Numbers to Catch the Criminal Day 3 of 3
- LESSON 23: Comparing Runners
- LESSON 24: Comparing T-Shirt Companies Day 1 of 2
- LESSON 25: Comparing T-Shirt Companies Day 2 of 2
- LESSON 26: Comparing Pizza Companies Day 1 of 2
- LESSON 27: Comparing Pizza Companies Day 2 of 2
- LESSON 28: Functions Unit Exam Day 1 of 2
- LESSON 29: Functions Unit Exam Day 2 of 2
- LESSON 30: Unit Project Research with Statistics