## Think-Pair-Share - Section 3: Presentations

*Think-Pair-Share*

*Think-Pair-Share*

# Slope as a Rate of Change - Day 2 of 2

Lesson 11 of 19

## Objective: SWBAT evaluate another student's definition of slope based on a real world context.

#### Gallery Walk

*10 min*

When students come in the room, each pair of students is given 15-20 sticky notes. The posters from the Slope as a Rate of Change - Day 1 of 2 Lesson have been hung around the room. Each pair of students goes to stand by their poster. I like to do the gallery walk in a very organized way, others will simply have students move about the room on their own. The reason, I like the gallery walk to be organized is so that I can ensure that all groups get some feedback.

Students begin by their own poster. Rotate students (either clockwise or counterclockwise) at 1-2 minute intervals. Task them with reading the work at each poster. Ask them to give some constructive feedback on how to improve the poster (MP3). This feedback could be a comment about the mathematics or simply how to make the poster more understandable.

I set a timer for this and when time is up, each pair moves to the next poster and repeats the process. This activity serves two purposes: (1) Students get to critique other's work in a meaningful way (2) Students can gather ideas that will help make their own work better.

Students are encouraged to put as many pieces of feedback as possible on each poster. They are also encouraged to be specific (general feedback such as "good job" will not help the group improve their work).

In this setup, not every pair will get to see everyone else's work but they will get to a majority of the posters and have an opportunity to give feedback. Also, every group will get feedback from several of their classmates.

#### Resources

*expand content*

#### Revision Time

*10 min*

Once students have completed the gallery walk and given feedback, pairs of students will have time to revise their own work based on the feedback. Each pair of students should take their poster to discuss the feedback and make any pertinent changes. During this time, move from group to group to see what changes are being made.

Construct a list of which posters should be presented and in which order. Try to choose an order that makes sense in terms of the development of the concept of slope and rate of change. For example, a pair of students who may have some flawed mathematical reasoning, but a good understanding of slope, could present their poster first. The class can then help them to improve their work. Because this task is very open ended, there could be many different approaches. The process that students went through to find their solution is just as important as the solution itself. With this in mind, look for students who took an interesting approach or way of thinking to present as well.

The point here is that while students are revising, you want to be actively looking for work that will help the entire class continue to build their conceptual understanding.

*expand content*

#### Presentations

*15 min*

Now you have a good idea of who will be presenting and in what order. It may be the case that not all groups will get to present. However, make sure that you choose groups that will present ideas that can be discussed. This provides an opportunity for you to point out other groups with similar or alternative ideas.

When groups are presenting, encourage the class to ask clarifying questions. Keep the discussion between the students with you acting as facilitator. Try not to speak for the group who is presenting. If they are asked a question that they cannot answer, turn it back to the class to find an answer or idea. if a question arises that can be answered by another group's work turn to that group to answer. You can also use this as a segway to another group's work. Creating this level of discourse will certainly lead to more learning.

During the presentation and questioning be ready to use Teaching Moves like turn and talk, stop and jot, or Think-Pair-Share. Remember, these cannot be used constantly or they lose their meaning. But when a concept arises that you feel not everyone has grasped or if the concept is so important it needs to be processed deeply, use the above moves.

#### Resources

*expand content*

#### Feedback Discussion

*5 min*

This portion of the lesson is outside of the scope of the concept of the lesson. This is more about the class learning to work together as a community of learners. I divide the board in half with a line and put "helpful" on one side and "not as helpful" on the other side. Students will then bring the feedback that they received on their poster up and put the sticky note on one side or the other. Explain to students that this is not about making anyone feel bad. The point is to determine what good feedback looks like so that we can be as helpful as possible to our classmates (**MP3**).

Once students post their results, highlight a few of the helpful comments and look for trends. The acronym SMART can be applied to feedback as well as goals...

S-Specific

M-Meaningful

A-Accurate

R-Respectful

T-Timely

Choose a few from the "not as helpful" side and get suggestions from the class on how to improve them. The ability for students to give and get feedback will be an ongoing process. It does help to do an activity of this nature from time to time in order to revisit the expectations.

*expand content*

##### Similar Lessons

###### What is Algebra?

*Favorites(42)*

*Resources(19)*

Environment: Suburban

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

*Favorites(4)*

*Resources(12)*

Environment: Suburban

###### Slope & Rate of Change

*Favorites(45)*

*Resources(14)*

Environment: Urban

- LESSON 1: Patio Problem: Sequences and Functions
- LESSON 2: Arithmetic Sequences
- LESSON 3: Arithmetic Sequences Day 2 and Quiz
- LESSON 4: Arithmetic Sequences Day 3
- LESSON 5: Arithmetic Sequences: Growing Dots
- LESSON 6: Graphing Linear Functions Using Tables
- LESSON 7: Linear Functions
- LESSON 8: Discrete and Continuous Functions
- LESSON 9: Rate of Change
- LESSON 10: Slope as a Rate of Change - Day 1 of 2
- LESSON 11: Slope as a Rate of Change - Day 2 of 2
- LESSON 12: Graphing Linear Functions Using Intercepts
- LESSON 13: Graphing Linear Functions Using Slope Intercept Form
- LESSON 14: Comparing Graphs of Linear Functions Using Dynamic Algebra
- LESSON 15: Using Linear Functions for Modeling
- LESSON 16: Writing the Equation for a Linear Function (Day 1 of 2)
- LESSON 17: Writing the Equation of A Linear Function (Day 2 of 2)
- LESSON 18: Graph Linear Equations Practice
- LESSON 19: Solving Two Variable Inequalities Part 2