Writing Equations from Tables - Stations

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Objective

SWBAT write equations and use function tables while working independently or in small groups

Big Idea

Using stations allows time to practice skills in small groups.

DO NOW

15 minutes

The students will be working out solutions to a worksheet called “What’s missing”.  I liked this worksheet because it ties in with functions by looking for the pattern.  It also has them finding patterns for something other than numbers.(SMP 7 and 8:  Students will determine what happens at the end of a pattern and be able to explain why it happens that way.)  Students should work the problems out independently.  When enough time has been given to complete the task, have the students do a HUSUPU to find a partner to share thoughts and solutions. Students may struggle with #10 (numbers are being cubed).  If they have difficulty, have them draw a table.(SMP 5:  students use a table to help visualize the math) 

For example,

1

2

3

4

5

1

8

27

64

 

 

Then ask them to look for a pattern between the x and y.  They may have to play around with these numbers to see the pattern and that is ok.  We want the students to stretch their thinking which in turn helps them deepen their understanding of mathematics. 

Tools:  DO Now what's missing

Stations

60 minutes

I’m using stations today, because I want to make sure students have a solid foundation of writing equations and using tables to write equations.  Each station will support the students to firm up their understanding of these two concepts

Students working in the computer station will be writing equations on the computer using the IXL website.  The students will be given a scenario and they will have to match it to the correct equation. Since students are identifying the information and modeling it using an equation, they are using mathematical practices 2 and 4.

Tools:  IXL website

Students working in the independent station will be working on using tables, writing equations, and identifying the independent and dependent variables.  Students will work independently, but can use their group members to ask for assistance.  I will be placing the answer key nearby that station so students can check their answers right away.  Students know they are to re-evaluate any problems that are incorrect and identify their mistake.

Tools:  Independent Station questions

Students working in the teacher station will be using tables and the coordinate grid.  Students will be writing equations from the table and then graphing on the coordinate grid.  While the students are working with me, I will be looking to see how they find their rule.  Do they notice patterns right away or do they guess and check?  Are they able to write the rule as an equation or do they just write x + 3?  While the students are graphing on the grid, I will be looking for them to graph the x axis first, then the y axis.  I will also be giving the students a completed table and asking them to “ describe the change in y as x increases by 1”

1

2

3

4

8

12

 

The students can say y + 4 or as x increases by 1, y increases by 4.

Tools:  Teacher station questions and coordinate grids. 

Closure

10 minutes

The students will be completing a comprehension menu so I can assess student understanding of writing equations.  The comprehension menu assesses learning and learning styles while using a common concept theme and it helps deepen their understanding. The comprehension menu supports mathematical practices:

SMP 1:  Students look to make sense of the problems

SMP2: Students make sense of the relationships amount different mathematical concepts

SMP3:  Students use statements to support their learning.

SMP5:  Students use this as a tool to represent learning.

Tools:  Comprehension Menu