Reflection: Standards Alignment Working at the Ice Cream Stand - Section 1: Opening


When I was teaching this lesson this year with the Common Core at the forefront of my thinking, I loved seeing the direct link here between a common core standard and a standard of mathematical practice.  This lesson is a great opportunity to link HSA-REI D.10 (Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line)) and Standard for Mathematical Practice 8 (Look for and express regularity in repeated reasoning).  HSA-REI D.10 is sometimes a standard that is not explicitly taught in a traditional math classroom, and this lesson gives you repeated opportunities to emphasize that the all of the points on the line of the equation represent solutions to the problem. Secondly, the order of questions in this activity give you the opportunity to highlight student thinking and show them how their repeated calculations can be generalized to write an equation.  I really like the way this lesson unfolds and helps students to give meaning to both the possible solutions to a problem, its graph, and their own derivation of the equation.

  Linking standards and practices: HSA-REI D.10 & MP8
  Standards Alignment: Linking standards and practices: HSA-REI D.10 & MP8
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Working at the Ice Cream Stand

Unit 2: Multiple Representations: Situations, Tables, Graphs, and Equations
Lesson 14 of 17

Objective: SWBAT derive equations in two variables. SWBAT solve equations for one of the variables. SWBAT graph equations and identify solutions.

Big Idea: How long should an employee's shift be? Students determine possible shift lengths to satisfy an equation.

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