Distance Between Two Points, Day 2
Lesson 7 of 9
Objective: SWBAT apply their knowledge of finding the distance between two points.
In the previous lesson, students developed the strategies for finding the distance between two points. Before the continue on to a group project, I want to assess whether students are able to use these strategies without the help of their group members.
Determine whether each given pair of endpoints lies on the same horizontal or vertical line. If so, find the length of the line segment that joins the pair of points. If not, explain how you know the points are not on the same horizontal or vertical line.
1) (8,4) and (3,8)
2)(6,-3) and (6,-8)
3)(-7,-3) and (-9,-3)
After 5 - 10 minutes, students will discuss their answers with their group. If students don't agree on their answers, they should discuss their reasoning and work with their group.
After about 5 minutes, we will reconvene as a class and discuss any misconceptions and questions that students may have.
Students have been grouped based on a previous math assessment. They are seated with students who are at a similar math level.
Groups will be given coordinates to plot, to connect to form a shape and to find the area of.
Groups will be assigned either set A (low level), set B (mid level), or set C (high level). Within the set they will have the opportunity to choose which problem they want to work on.
(-3,-3) (-3,-6) (-8,-6) (-8,-3)
(10,10) (10,4) (4,4) (4,7) (8,7) (8,10)
(-6,3) (-6,-3) (4,3) (4,-3)
(-2,1.5) (-7,1.5) (-7,4.5) (-2,4.5)
(4, -1.5) (2, -1.5) (2, 0.5) (-3.5, 0.5) (-3.5, -6.5) (4, -6.5)
I will explain to students that choice 2 in each set is the more difficult problem. They should agree, as a group, on which choice they will work on. Groups will be given chart graph paper, a ruler, and markers. They will have 20 minutes to complete their problem.
After groups have completed their problem on the chart paper, they will post them around the classroom for a gallery walk. The purpose of the gallery walk is for students to use other groups' work to further their understanding of the concept. It also allows groups to check one another's work.
Students will be given post it notes to write down any questions or feedback they may have about the work they've seen.
Groups will rotate to each problem, spending about 3 - 4 minutes at each. They will be instructed to review, analyze, and discuss the work. After groups have rotated through the projects they will return to their project to review the feedback and make any revisions.
The lesson summary will be an opportunity for students to reflect on the concept and project.
Students will have the opportunity answer any questions that were written on the post it notes.
Students may want to discuss Set 3, which formed irregular polygons and therefore were more difficult to work with.