##
* *Reflection: Writing Across the Disciplines
The Tortoise and The Hare Project Day 3 - Section 2: Writing the Story

This story is why I love this lesson so much. The students have to take the mathematics that they spent the last several days working on and turn it into a coherent, chronological story. This hits the heart of what we want students to be able to do. Mathematics in real life is all about sorting through a bunch of information and making sense of the world around them. I have included several samples to share the range of work that I received. Story 1 is pretty representative of the lower end. This student’s took the information from the sheet with little to no attempt at putting it in order or writing a coherent story My expectation is to receive submissions like Story 2. A good attempt has been made at putting it in chronological order and there are some basic story elements surrounding the information. The great thing about projects like this is that some students will go above and beyond. Here are two submissions that did just that: Story Story 3a, b and Story 4a, b, c, d, and e.

*Writing Across the Disciplines: The Final Product*

# The Tortoise and The Hare Project Day 3

Lesson 14 of 24

## Objective: Students will be able to use information presented graphically to create a chronologically accurate story.

## Big Idea: Will the tortoise win again? Students will not only find out but write a mathematical story about it.

*50 minutes*

#### Warm Up

*5 min*

I include **Warm ups **with a **Rubric **as part of my daily routine. My goal is to allow students to work on **Math Practice 3 **each day. Grouping students into homogeneous pairs provides an opportunity for appropriately differentiated math conversations. The Video Narrative specifically explains this lesson’s Warm Up- Tortoise and Hare Project Day 3 has students write a scenario with a domain of [0,5].

*expand content*

#### Writing the Story

*20 min*

Students may have begun this portion of the project on the previous day (**Math Practice 4**). Today, students need to complete it with the intention of having it ready to turn in on the fourth day. I also introduce the grading for this project. They will each receive a rubric* that will be submitted with their story, graph and worksheet when they are finished. This project is worth 20 total points. They will get 8 points for completion and the remaining 12 points will come from the rubric.

Please see the previous lesson for more information about the story.

*create using the Rubistar.4teachers web site.

#### Resources

*expand content*

#### Function Quiz

*15 min*

Once the rubric is introduced, the students will work on this quiz. When they complete the quiz, they will write their story. There are two versions of this quiz that will be passed out checkerboard style. The objective of this quiz is to assess student understanding of the features of a functions, such as domain or inverse, both algebraically and in a real-life context. I purposefully use a linear function. Linear functions are foundational CCSS Algebra 1 standards which Algebra 2 builds from. Framing the quiz questions with a familiar function helps me assess student understanding of the general features of a function. We will bring these features into new functions families as the year progresses.

*expand content*

#### Reviewing the Story

*8 min*

Once a pair of students has finished their stories, I have them read and edit each other’s work (**Math Practice 3**). They will sign at the bottom of each story that this edit has taken place.

*expand content*

#### Exit Ticket

*2 min*

I use an exit ticket each day as a quick formative assessment to judge the success of the lesson.

Today's Exit Ticket asks students to explain how they knew what order to put the information into their story.

*expand content*

##### Similar Lessons

###### What is Algebra?

*Favorites(38)*

*Resources(19)*

Environment: Suburban

###### Maximizing Volume - Day 1 of 2

*Favorites(4)*

*Resources(12)*

Environment: Suburban

###### Leap of Faith!

*Favorites(6)*

*Resources(14)*

Environment: Urban

- UNIT 1: Modeling with Expressions and Equations
- UNIT 2: Modeling with Functions
- UNIT 3: Polynomials
- UNIT 4: Complex Numbers and Quadratic Equations
- UNIT 5: Radical Functions and Equations
- UNIT 6: Polynomial Functions
- UNIT 7: Rational Functions
- UNIT 8: Exponential and Logarithmic Functions
- UNIT 9: Trigonometric Functions
- UNIT 10: Modeling Data with Statistics and Probability
- UNIT 11: Semester 1 Review
- UNIT 12: Semester 2 Review

- LESSON 1: Mathematical Modeling: Properties of Functions Day 1 of 2
- LESSON 2: Mathematical Modeling: Properties of Functions Day 2 of 2
- LESSON 3: Mathematical Modeling: Linear Functions
- LESSON 4: Mathematical Modeling: Linear Functions Design Project
- LESSON 5: Finding Equations of Parallel and Perpendicular Lines
- LESSON 6: Inverse Functions
- LESSON 7: System of Equations Day 1 of 2
- LESSON 8: Systems of Equations Day 2 of 2
- LESSON 9: Modeling Systems of Equations
- LESSON 10: Function Review
- LESSON 11: Function Mid Test
- LESSON 12: The Tortoise and The Hare Project Day 1
- LESSON 13: The Tortoise and The Hare Project Day 2
- LESSON 14: The Tortoise and The Hare Project Day 3
- LESSON 15: The Tortoise and the Hare Project Day 4
- LESSON 16: The Tortoise and the Hare Piece-wise Functions
- LESSON 17: Step Functions
- LESSON 18: Absolute Value Equations
- LESSON 19: Absolute Value Inequalities
- LESSON 20: Absolute Value Functions: Transformations Day 1
- LESSON 21: Absolute Value Functions: Transformations Day 2
- LESSON 22: Functions Test Review Day 1
- LESSON 23: Functions Test Review Day 2
- LESSON 24: Functions Test