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

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

5 minutes

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].

20 minutes

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.

15 minutes

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.

8 minutes

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.

2 minutes

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.