Solve problems invoving bivariate data
Lesson 3 of 7
Objective: SWBAT to solve problems involving bivariate data.
Each day, students walk into my classroom, pick up a classwork packet (that has the warm-up as well as the classwork for the day in one easy to pick up packet), and work on 2-3 problems. At different parts of the year, this may look different. Most often, it takes two possibilities:
a) Reviewing the previous day’s work, which prepares kids to tackle today’s aim.
b) Spiraling previous content, particularly from major standards from the Common Core
Today's Warm Up problems are included in this resource: WU120 Solve problems involving bivariate data.
The key is that one of the problems should have 1 problem that nearly every student can be successful at, and then 1-2 problems that push their thinking and illuminate something new. The first allows kids to feel immediate success at the lesson’s outset, and the second pushes kids to think more deeply about mathematics.
It is incredibly important that warm-ups do NOT take up more than 10 minutes. OK, maybe 11 minutes. But that’s it. Seriously… an opening routine that goes long is the Achilles heel of many lessons, and being smart about how much time to spend here is critical.
Play of the Day
In today's huddle, I really want to push kids to interpret the slope and y-intercept of their line of best fit... what do these values actually mean? That is the whole point of constructing a line of best fit... interpreting its meaning.
During the huddle for this lesson, I like to use the Airport Example because it looks highly complex, but it pushes their understanding of y-intercept.