## Reflection: Accountability Light it Up – Day 2: Modeling with Rational Functions - Section 2: Investigation: Light it Up

My students struggled a bit with what exactly this activity was wanting them to do. They were confused on what the variables were in the problems and which measurements should remain fixed. In the future, I will be sure to emphasize to students that the measurements in part a and b should remain fixed. The only variable in which they will be changing is the distance the person stands from the wall. They will also be measuring how the height of the reflection changes as they move.

As my students moved on to writing their equation in part e and f of this activity, I was sure to check in on them. Their b value in the equation should match the distance from the wall to the center of the mirror (first question in part b). Their c value should match the distance from the floor to the mirror (their answer to the third question in part b of this activity). It was easy for me to tell which teams were on the right track and which were not by checking these. However, it was much more difficult for me to diagnose where they went wrong if their answers didn’t match. Where I think some of my students were making mistakes was not fixing the height of the laser pointer. It is essential that the student holding the pointer is always holding it at the same height. It is also important that students always point the laser to the center of the mirror. I think this activity would almost work better with smaller mirrors. I used dollar store compact make-up mirrors that were circular and that worked pretty well. Also, I think there was just simple human error in measurements that were making some of my student’s data off.

My students had fun with this activity once they realized what they needed to do. However, if you are pressed for time, don’t have the supplies, don’t have the classroom space, or simply don’t trust your students to stay focused when collecting data, I would recommend using the Light Bounce APP on the NCTM website. Students can collect the same data using this APP and I am guessing it would actually be more accurate. However, the downfall of course would be that they would not be engaging in as many mathematical practices.

Post Teaching: How the activity acutally went!
Accountability: Post Teaching: How the activity acutally went!

# Light it Up – Day 2: Modeling with Rational Functions

Unit 3: Rational Functions and Equations
Lesson 8 of 12

## Big Idea: Students will investigate the Light it Up game and find a rational equation that will help Bart and Lisa to win this game every time!

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1 teacher likes this lesson
Standards:
Subject(s):
Math, modeling, Precalculus and Calculus, rational function, PreCalculus, writing rational functions
40 minutes

### Tiffany Dawdy

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