Movement in Linear Graphs Day 2 of 3
Lesson 9 of 23
Objective: STBAT conceptually understand that proportional movement creates linear graphs and proportional movement actually creates similar slope triangles.
Clarify for students that today is still focus on the same three ideas from yesterday:
Clarify we are interested in the following:
- How each student walks
- Where they wind up (location)
- What they look like as a whole group after they move.
If your students were not able to complete the “class table” with their own information yesterday, then ask them to add their coordinates to the correct group 1 or group 2 table. Once you have the tables complete, pass out graph paper (or ask students to use their own) and ask students to complete both questions one and two on the handout completing both a graph and the tables of data. Allow students time to complete these tasks and move about the room formatively assessing student progress, providing feedback that moves learning forward, and keeping students focused. While students are working, you could play the video of students walking unedited from the previous day and set to music (Electric Slide or I Like to Move It). Students would get a good overall picture of what their graph should look like as they work.
Continuing the Activity
Once students have a complete graph and are ready to begin answering the big idea questions, then pull the class together and remind them that these questions they are about to answer are all centered around discussing and answering the three main questions from the start of class. Allow students about 5-8 minutes to answer questions one and two under big idea one, in small groups. As students work, move about the room assessing student progress, providing feedback that moves learning forward, questioning students, and selecting which groups will present during the mini wrap-up session over big idea 1. Hold a wrap up session over linear – addressing question c from the warm-up.- and then move to big idea 2.
Again allow about 10-12 minutes for students to work in cooperative groups to complete these questions as you move about the room. Allowing collaborative discussions applies math practice standard 3 (MP3) construct viable arguments and critique the reasoning of others. Hold a mini wrap up over proportional relationships, which really addresses question b from warm-up section. Worth discussing during the wrap-up are the actual coordinates themselves for group 1 vs. group 2. When you look at the x and y coordinates of the final destination for group 1 they are all directly proportional where as these same x and y values are not directly proporitonal for group 2. Discuss why thses two properties exist (goes back to the initial starting point on the y-axis).
If you are having really rich discussions during the mini wrap-up sessions, then big idea two may be as far as you make it today. These questions are critical to helping students make connections and truly answer the three guiding ideas of the lesson. Spend time allowing groups to talk. Move about the room asking students meaningful and thought provoking questions. Allow time for students to really present their thinking during the wrap-up times. If your students need another day to finish this activity because they are having meaningful conversations, then don’t rush them just to finish the activity in two class period.
The homework today is for discussion in Edmodo tonight. Students should log-in to Edmodo and post their answer to the following homework question (hint: if students have already answered the homework on paper then they can take a picture with a phone or tablet and upload the image of hand written work to Edmodo as well):
How can you use a graph to solve the following proportion, 3/7 = 24/x and demonstrate your solution process.