AnnaPerrin

TeachingExperiment1
PasstheProblem
FormativeAssessmentActivity:
PasstheProblemReviewforInvestigation3quiz
https://docs.google.com/a/msu.edu/document/d/1PNRdBAEqZDpUIFUB0pgzuU1YZw6TDxZ6E
2WWhUKu0II/edit?usp=sharing

PlannedDateofImplementation:
Thursday,October22,2015

CommonCoreStateStandards:
CCSS.MATH.CONTENT.8.F.A.3

Interprettheequation
y=mx+b
asdefiningalinearfunction,whose
graphisastraightlinegiveexamplesoffunctionsthatarenotlinear.

CCSS.MATH.CONTENT.8.F.B.4

Constructafunctiontomodelalinearrelationshipbetweentwo
quantities.Determinetherateofchangeandinitialvalueofthefunctionfromadescriptionofa
relationshiporfromtwo(
x,y
)values,includingreadingthesefromatableorfromagraph.
Interprettherateofchangeandinitialvalueofalinearfunctionintermsofthesituationit
models,andintermsofitsgraphoratableofvalues.

CCSS.MATH.CONTENT.8.F.B.5
Describequalitativelythefunctionalrelationshipbetweentwo
quantitiesbyanalyzingagraph(e.g.,wherethefunctionisincreasingordecreasing,linearor
nonlinear).Sketchagraphthatexhibitsthequalitativefeaturesofafunctionthathasbeen
describedverbally
.

MathematicalPractices:
CCSS.MATH.PRACTICE.MP1
Makesenseofproblemsandpersevereinsolvingthem.
Thiswillbeanewandpotentiallyuncomfortablesituationforstudentsastheymaynot
beusedtohavinganotherstudentcorrecttheirworkorhavingtoshareworkwhichthey
havenotcompleted,sosomedeterminationandperseverancecouldberequired.These
problemswillalsorequirethestudentstousetheiranalyticalskillstounderstandthe
contextandmergeitwiththeirmathematicalunderstanding.
CCSS.MATH.PRACTICE.MP3

Constructviableargumentsandcritiquethereasoningofothers.

Forthisactivity,thestudentswillworkontheassignmentinpairs,andthentradetohave
anotherpaircorrect/completetheirassignmentandtrytofinddifferentstrategiesforthe
starredproblems.Afterwards,theywilldiscussthedifferentstrategiesandanyspots
wherethepairsdisagreeontheirmathematics.

CCSS.MATH.PRACTICE.MP4
Modelwithmathematics.

Bothoftheproblemsaddressrealworldsituations,andtheactivitiesaskstudentsto
comeupwithamodelforeach.Forthefirst,theyaregivenasetofdatawhichcouldbe
reasonablyapproximatedbyalinearmodel,andtheyareaskedtodrawthelinewhich
theythinkbestfitsthedataandfinditsequation.Forthesecond,aninverserelationship
isdescribed,andthentheycompleteatableandfinditsequation.
CCSS.MATH.PRACTICE.MP6
Attendtoprecision.

AnnaPerrin
TeachingExperiment1
PasstheProblem
Itwillbeimportantforstudentstobepreciseandkeeptheirworkorganizedsothatitis
easilyunderstoodbythepairwithwhichtheyarepartnered.

GroupingStructureandExplanation:
Studentswillbegroupedinpairsbyhowtheyaresitting.Wehavemadeeffortstogroup
studentswithotherswithwhomtheycanworkproductively,andwehopethattheywillbe
comfortableenoughwiththeirpartnertoengageinthistasktogether.

LessonStructureandTiming:
Forthislesson,studentswillbeassignedtopairsinwhichtheywillbeginworkonthefirst
problemthattheyaregiven.Afterabout510minutes(afewextraifnecessary,allowingtimefor
groupstogetalittlemorethanhalfway),theywillswitchproblemswithagroupthathadthe
otherproblemandcompletethatone(about510minutes),checkingtheotherstudentswork
andattemptingtofindotherstrategies.Withtheremainingtime,wewilldiscusstheproblemsas
awholeclassandcoverthemultiplestrategiesthattheycouldbeaskedtouseonthequizthe
followingday.

GoalsofActivity:
Thelearnerwillbeableto
Identifyarelationshipaseitherlinearorinverseandjustifythisusinggraphshapeand
rateofchange.
Drawalineofbestfit.
Writetheequationforalinearrelationshipfromitsgraph.
Writetheequationforaninversevariationfromaverbaldescription.
Predictvaluesforalinearequationusingitstable,graph,andequation.
Calculatevaluesforaninversefunctionusingitsequation.

QuestionstoElicitThinking:
Primaryfocuswillbeonthedifferentmethodsthatcouldbeused,asstudentswillneedtobe
competentinusingtheirgraph,table,andequationontheupcomingquiz.
Howelsecouldwesolvethisproblem?
Whatsimilaritiesaretherebetweenthesetwoproblems?Differences?
Whatsimilarities/connectionsaretherebetweenthesetwoapproaches?

DataCollection:
Walkingaroundandlookingatstudentswork
Askingformativeassessmentquestionsinthediscussion
Iwillnotbeaskingformativeassessmentquestionswhilestudentsareworking,since
theintentionisforthistobeareviewactivityandforthemtobeabletocompleteitwith
onlytheirpartnershelp.
Videotapelessonforlaterviewingandanalysisofdiscussion/questioning

AnnaPerrin
TeachingExperiment1
PasstheProblem
FeedbackType,Mode,andPurpose:
Feedbackwillbeprimarilyverbal,astherewillnotbeanopportunitytoprovidewrittenfeedback
onstudentworkbeforethequiz(thiswilloccuronaThursdayandwilltaketheentiretyofthe
class,andthequizwillbeginfirstthingthefollowingdaywhenIwillnotbeintheclassroomdue
toitbeinganMSUDay).Thisbeingsaid,Iwillencouragethestudentstomakenoteswhenwe
aregoingovertheproblemsinordertohavenoteswhichtheycanuseonthequiz.Feedback
willbeprimarilyaimedatencouragingstudentstofocusonunderstandingtheprocessandto
exhibitprecisionincalculations,explanationsandgraphs.Ihopeforthestudentstoleavethis
lessonwithanunderstandingofhowmuchtheyneedtopractice/reviewforthequizthe
followingday.Ifstudentsstruggleonthequiz,theywillbegivenmoreextensiveverbaland/or
writtenfeedback(helpingthemtounderstandwheretheywerenotsuccessfulandhowto
improve)beforetheyhavetheopportunityforaretake.