Jump Frog Jump Day 2 of 2

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Objective

SWBAT explain the structure of a linear function, initial amount and rate of change.

Big Idea

Help students conceptually understand the structure of a linear function using number lines and frogs!

Bellringer Warm-up

5 minutes
  1. Bellringer - Flashback Tuesday
    I have certain bell ringers pre-programed for each day of the week (but I am flexible on changing this to match a need for a given lesson).  Today is flash back Tuesday or review questions.  I want to continue to practice and reinforce solving equations and solving with rational numbers.
    Solve the following equations for the unknown value:
    3/7x - 12 = 17/14 + 2x -3(4x - 5) = 8/5
    Allow students time to work these equations on index cards and then collect.  Quickly sort the cards into a yes and no pile according to correct and incorrect.  Then find your favorite "no" for students to analyze.  Here is the link to the Teacher Channel video "My Favorite No."  

 

Completing the Activity

40 minutes

Focus today on groups completing the main activity up to the extension.  If students finish the activity early, assign them the extension activity.  Allow students to use the number lines and frogs again to help them think through the abstract expression and equation until they are more comfortable with tables and expressions (MP2).  Important ideas to focus on today:

 

Scatterplots and line of best fit (structure of slope intercept form of linear functions).  This lesson re-enforces initial amount and rate of change but begins to bring in the function rule and how each are a part of the slope intercept structure.  You want students to understand y = mx + b not just memorize it.

Wrapping Up the Lesson

5 minutes

Wrap up the overall ideas with a short discussion of key ideas and assigning homework for additional practice.  One important question is, "What is a better vocabulary word for starting number? (initial amount) and what is a better vocabulary word for hop size? (rate of change).   Ask why do you multiply with the rate of change in a function rule?  Why is the initial starting number just added in the function rule and not multiplied? (Looking for something like this only where you start so it affects your total only once).  Now is a good time to add notes about the structure of a linear function rule to the unit organizer (function rule).

Assign the homework page for additional practice and then tell students there will be an entrance slip tomorrow.  The homework is worded closely to the activity with start and step size instead of start and hop size.  There are some cards that are un-numbered and you probably do not want to use these as part of the homework assignment.  The un-numbered cards are blank and really up to teachers how to use them.  These blank cards are located on the page between cards 12 and 13 and then some are on the last page of the PDF.  Post answers in Edmodo.com tonight if you want, in order to help your students check their work.