Step 2 : Inquiry-Based Lesson Design in Mathematics & Science Title of Lesson: Slopes and Starburst !

Teach Students" #ames: Laura Ross, Thomas Colontonio, and Claude David Teaching Date and Time: September 27, 2012 at 2:35pm Length of Lesson: 50 minutes $rade % Topic: th !rade, "dvan#ed $re%"l&ebra Source of the Lesson: Lesson is an adaptation o' a lesson (ritten 'or )*Tea#h #lasses at the )niversit+ o' *lorida b+ !loria ,eber titled -Slopes (ith Starburst./ &oncepts: Slope is the steepness o' a strai&ht line/ 0t is the #han&e in +%values 1-rise.2 divided b+ the #han&e in 3%values 1-run.2/ Thus, slope #an be &iven b+ the 'ormula -rise over run/. The measure o' a slope is obtained b+ verti#al #han&e divided b+ hori4ontal #han&e bet(een an+ t(o points on a strai&ht line/ " hi&her slope value &ives a steeper line/ !enerall+, the slope is de'ined b+ the letter m/ 0n 'urther mathemati#s #ourses, the #on#ept o' slope is more &enerall+ re'erred to as -rate o' #han&e/. 0t is important to emphasi4e the 'a#t that slope and rate o' #han&e are the same entit+ as students (ill eventuall+ need to re#o&ni4e the relationship bet(een rate o' #han&e and the derivative/ 0n later mathemati#s #ourses, students (ill learn (hat a derivative 'un#tion represents in terms o' slope5rate o' #han&e 1e/&/ (hen the slope o' a 'un#tion is positive, derivative 'un#tions are trendin& up(ards6 (hen the slope o' a 'un#tion is ne&ative, derivative 'un#tions are trendin& do(n(ards/2 7en#e, it is imperative to #reate an understandin& o' trends and -line o' best 'it. in this earl+ development o' 'un#tions and their slopes/ 1http://www.math.ufl.edu/~kozinski/MAC2311Lectures/LectureSlides/L1 /L1 .pdf!"2#12$$ !lorida State Standards '#$SSS( )ith &ogniti*e &omple+ity: Benchmar, #um-er 8"/ /"/1/2 Benchmar, Description 0nterpret the slope and the 3% and +% inter#epts (hen &raphin& a linear e9uation 'or a real%(orld problem/ &ogniti*e &omple+ity 8oderate

.erformance /-0ecti*es: Students will be able to: Students (ill be able to 'ind the slope usin& rise over run/ Students (ill be able to distin&uish the rate o' #han&e/ Students (ill be able to des#ribe the di''eren#es bet(een lines and their slopes/ Materials List and Student 1andouts 10 meter sti#:s 1or 1 lon& 10%m measurin& tape2 8as:in& tape Starbursts, divided b+ #olors 1use all 'our #olors and have ba&s 'illed (ith 20 Starburst;o' a spe#i'i# #olor;and have one ba& 'or ea#h &roup2 Stop (at#hes 11 per &roup2 Colored pen#ils and mar:ers 1at least 1 mar:er or #olored pen#il 'or ea#h student2 Rollin& #arts 11 per &roup2 $osters 11 per &roup2 2d*ance .reparations

Step 2 : Inquiry-Based Lesson Design in Mathematics & Science 8a:e enou&h #opies 'or ea#h student to have a pre and post%evaluation/ 8a:e enou&h #opies o' the data sheets 'or ea#h &roup/ Tape a startin& and stoppin& line in the hall(a+/ Tape either meter sti#:s, end to end, or one bi& lon& measurin& tape to the &round/ 8a:e sure all o' the e9uipment is in (or:in& order and that there are enou&h supplies 'or ea#h &roup/

Safety 8a:e sure that the students do not push ea#h other too 'ast on the #arts in order to avoid unne#essar+ in<uries/ Remind students (ho are ridin& the #arts not to put their hands or 'eet to #lose to the (heels/ Let the pushers :no( that the+ are in #har&e o' :eepin& their riders stead+ so the+ don=t 'all o''/

Step 2 : Inquiry-Based Lesson Design in Mathematics & Science 34 Lesson: 4ngagement Time: 3 minutes 5hat the Teacher 5ill Do ,e start o'' introdu#in& ourselves/ Sho( students the video on spa#e shuttle laun#hes/

Teacher Directions and .ro-ing 6uestions

Student 7esponses%.ossi-le Misconceptions

,hat is the di''eren#e bet(een the shuttle on the &round5in the air>

?T(o di''erent positions in spa#e/@

?0 #ould multipl+ the 0s there a (a+ to :no( ho( 'ar the avera&e speed b+ ho( spa#e shuttle has &one> lon& the spa#e shuttle has traveled/@ Could +ou thin: o' an+ (a+ to 'i&ure this out> 7o(> ?Aes or no 1depends on student2/@ ?%,e #ould 'ind some sort o' 'ormula to 'i&ure this out/ %,e #ould measure the distan#e/ %B+ usin& the ratio5proportion bet(een the time and distan#es/@

,hat (e #an use is the topi# o' toda+=s lesson;the rate o' #han&e/ 4+ploration Time: 28 minutes 5hat the Teacher 5ill Do C3plain to the students (hat the+ (ill be doin& (ith the Starburst a#tivit+ and tell them the &eneral idea o' the a#tivit+/

Teacher Directions and .ro-ing 6uestions *or this a#tivit+, (e (ill separate +ou into &roups o' 'our and ea#h &roup (ill &et a ba& o' Starburst, a rollin& #art, a timer, and a data sheet/ 0 (ill #ome around to pass out the materials a'ter 0 have 'inished &ivin& the dire#tions/ Aou (ill be (or:in& (ith the other students at +our table 1des:s are alread+ in &roups o' D2/ Ca#h student in the &roup (ill have a

Student 7esponses%.ossi-le Misconceptions

0' a student is unable

Step 2 : Inquiry-Based Lesson Design in Mathematics & Science to 'ul'ill his5her assi&ned role 'or dress or ph+si#al reasons, <obs #an be reor&ani4ed as ne#essar+/ spe#ial roleE There (ill be a pusher, a dropper, a timer, and a data re#order/ The <ob +ou have been assi&ned is (ritten on the bottom ri&ht #orner o' +our nameta&s that (e passed out/ The pusher (ill be in #har&e o' pushin& the dropper on the rollin& #art at a slo( and stead+ pa#e/ The timer (ill use the stop (at#h to :eep tra#: o' time and (ill tell the dropper to drop a Starburst ever+ t(o se#onds b+ simpl+ sa+in& -drop/. The dropper (ill then drop the Starburst on #ommand/ The dropper should ma:e sure to :eep their hand 'airl+ lo( to the &round to ensure the results are as a##urate as possible/ Lastl+, the data re#order (ill measure the distan#e 'rom the startin& line to ea#h o' the Starburst in #entimeters and re#ord it on the &iven data sheet/ So <ust to ma:e sure +ou (ere all listenin&, (hat does the pusher5dropper5 timer5 data re#order do> ,hat are the time intervals (e are usin&> !ive more spe#i'i# dire#tions and pass out materials on#e 'inished/ "'ter all the materials are passed out, (e (ill &o out into the hall(a+ in +our &roups/ Fne o' us (ill de#ide (hi#h 122 &roups (ill &o 'irst/ The dropper and pusher (ill have a #han#e to pra#ti#e on#e be'ore a#tuall+ startin&/ Fn#e the a#tivit+ be&ins, the dropper (ill sit on the rollin& #art in the middle o' the spa#e spe#i'ied 'or +our &roup/ The pusher (ill &et behind him5her and (ait 'or our si&nal to start/ The timer (ill start o'' ne3t to the pusher5dropper and #ontinue to

?Reiterate (hat (as told to them about ea#h person=s <ob/@ ?T(o se#onds/@

Step 2 : Inquiry-Based Lesson Design in Mathematics & Science 'ollo( them throu&hout the (hole a#tivit+/ Fn#e (e sa+ +ou #an be&in, the student (ith the timer (ill be&in the time and the pusher and dropper (ill be&in simultaneousl+/ The dropper should ma:e sure to drop one Starburst at his5her initial lo#ation/ Fn#e the time has be&un, the timer (ill pa+ #lose attention to the stop(at#h and be sure to sa+ -drop. ever+ t(o se#onds so that dropper :no(s e3a#tl+ (hen to drop a Starburst/ This (ill &o on #ontinuousl+ until +our &roup rea#hes the end o' the measurin& tape/ Fn#e +ou=ve rea#hed the end, the data re#order1s2 (ill &o and re#ord the e3a#t point at (hi#h ea#h Starburst (as dropped and the time that #orresponded (ith it/ "s the data re#order1s2 &o throu&h, the pusher should be behind him5her and #olle#tin& the Starburst to put ba#: into the &iven ba&&ie/ Fn#e ever+thin& has been #leaned up and the &roup has &otten all their data re#orded, the ne3t &roups #an &et read+ to be&in/ ,hile +ou are (aitin& 'or +our &roup to be&in, +ou (ill be (at#hin& the others G)0CTLA so that +ou :no( e3a#tl+ (hat to do (hen it is +our time/ Fn#e +ou have 'inished, +ou and +our &roup (ill &ather 9uietl+ and &o ba#: into the #lassroom (ith one o' us to revie( and dis#uss the data +ou #olle#ted (ithin +our &roups/ ,e (ill no( pass out materials/

"'ter materials are distributed, lead the &roups into the hall(a+ 9uietl+/

Step 2 : Inquiry-Based Lesson Design in Mathematics & Science ,hen &roups have returned to the #lassroom, have ea#h student plot their results individuall+ on noteboo: paper/ Then have the &roup de#ide (hi#h is the #orre#t plot and have them put it on the &iven poster boards/ ,hile +our &roups are dis#ussin& the data, +ou should use it to #reate a &raph/ 0ndividuall+, +ou (ill plot the points on noteboo: paper/ 8a:e sure to label the 3% and +%a3is/ 0' +ou noti#e an+ patterns, (rite them do(n/ Dis#uss amon&st +our &roup (hi#h &raph is #orre#t and (or: to&ether to plot the points on the poster board/ ,e (ill #ome around and pass out one poster board and some mar:ers or #olored pen#ils to ea#h &roup/

4+planation Time: 93 minutes 5hat the Teacher 5ill Do 7ave &roups sho( their &raphs at the 'ront o' the #lassroom and e3plain the data the+ re#orded/

Teacher Directions and .ro-ing 6uestions ,hat did +our &roups de#ide that the a3es should be labeled>

Student 7esponses%.ossi-le Misconceptions ?The 3%a3is is labeled time in se#onds and the +%a3is is labeled distan#e in #entimeters/@ ?Time is the independent variable in this a#tivit+ and distan#e is the dependent variable/ 0ndependent variables are al(a+s the 3%a3is and dependent are al(a+s the +%a3is/@ ?The points all seem to ma:e a strai&ht line/@ ?The line o' -best 'it./ 1Students ma+ su&&est #onne#tin& the dots, but it is imperative that the+ use a strai&ht line/2@ Conne#tin& the dots (ould not produ#e a line +ou #ould use to

,h+ did +ou de#ide on those>

,hat :ind o' relationship is there bet(een these points> 0s there a (a+ to represent the dire#tion o' these points>

Dra( that line 'or me/ 0' students are un'amiliar (ith the #on#ept o' line o'

Step 2 : Inquiry-Based Lesson Design in Mathematics & Science best 'it, e3plain that the line the+ dra( should balan#e the number o' points above the line (ith the number o' points belo( the line/ pro<e#t more points/ ,e dra( the line o' best 'it to ma:e predi#tions about values be+ond our plotted points/ ?Fne &raph is steeper than the other/@

,hat loo:s di''erent about this &raph 1the one (ith the steepest slope2 and this &raph 1most shallo( slope2> Hoti#e that all o' our &raphs are &oin& up and to the ri&ht/ 7o(ever, some &raphs are ver+ steep, (hile others are 9uite shallo(/ ,hat do +ou noti#e about the interval 'rom time I 0 to time I 1 'or ea#h o' the &raphs> 0n math, (e #all this aspe#t o' the &raph the -rise/. 7o( lon& does it ta:e 'or the rider in ea#h &roup to travel one meter> ,e #all this aspe#t o' it the -run/.

?Fne &raph &oes mu#h hi&her (ithin the 'irst interval than the other does/@ ?Jaries b+ &raph/@

"t this point, the tea#her should e3plain and sho( in#rements o' -rise. and -run. on a &raph/

Rise and run (or: to&ether in a &raph/ 0n math, (e have a term 'or this rise5run relationship/ This term is #alled the slope/ ,hen +ou are told to 'ind the slope o' a line 'irst 'ind the rise and run bet(een t(o points/ The 9uotient o' the rise and run is the slope/ ?Rate o' #han&e/@ Can an+one thin: o' another term (e #ould use 'or des#ribin& this rise5run relationship> 0t (as somethin& that (as brou&ht up at the ver+ be&innin& o' the lesson/ Aes, another name 'or the slope is the rate o' #han&e/ So, no(, ho( does all o' this relate to the video (e (at#hed at the be&innin& o' the lesson o' the ?0 thin: +ou #an use the slope5rate o' #han&e o' the line to 'ind the distan#eE@

Step 2 : Inquiry-Based Lesson Design in Mathematics & Science spa#e shuttle laun#h> ,ell, that=s a &ood thou&htE But there is a little more to it/ The rate o' #han&e 1a:a slope2 and the time have a relationship here/ ,ho #an tell me (hat that relationship is> C3a#tl+E !reat thin:in&E 4la-oration Time: 3 minutes 5hat the Teacher 5ill Do Be&in as:in& students the di''eren#e bet(een t(o points on a line/ "s: ho( their 3% and +%values di''er/ Be&in to as: 9uestions that (ill &et their minds (or:in& and be&in to ease into the 1+2%+125 132%312 Im, (here +ou are &iven t(o points and m is the slope/ 8a:e sure to (rite do(n some student values on the board to sho( e3a#tl+ ho( rise5run is #al#ulated/ ?,ell, i' +ou have the time and the rate o' #han&e is #onsistent +ou (ill have the distan#e/@

Teacher Directions and .ro-ing 6uestions Do +ou all see an+ sort o' relationship bet(een t(o points on this line o' best 'it> 1pi#: t(o points on a sho(n line2 7o( do the +%values di''er>

Student 7esponses%.ossi-le Misconceptions ?There seems to be some sort o' linear relationship/@ ?0t loo:s li:e one +% value subtra#ted b+ the other 1varies b+ &raph2/@ ?The same relationship that the +=s had: one 3% value subtra#ted b+ the other/@ ?!ive the value o' rise over run/@ ?0t loo:s li:e the ans(er 'or the subtra#ted +=s is on top and the ans(er 'or the 3=s is on the bottom/@ ?Aes, 0 thin: (e #ould use t(o di''erent points to 'ind the rate o' #han&e/@

7o( do the 3%values di''er>

,hat is the value o' the rate o' #han&e5rise over run> Do +ou see an+ similarities bet(een these values and the value o' the rise over run>

)sin& that in'ormation, do +ou thin: there is a 'ormula (e #ould use to 'ind the rate o' #han&e i' (e are &iven t(o separate points on the line> Corre#t, (e #an the e9uation (e (ould use is as 'ollo(s: 1+2%+125132%312 I m6 ,here (e are &iven points 131,+12 and 132,+22 and

Step 2 : Inquiry-Based Lesson Design in Mathematics & Science (e are 'indin& the rate o' #han&e, m/ 4*aluation Time: 3 minutes 5hat the Teacher 5ill Do $ass out the prepared post% evaluation/ ,al: around the room and assess the (or:, but be sure not to help/ Remember, this is a -test. to assess their :no(led&e and to see ho( (e have done in our tea#hin&/ 7elpin& them (ould not help usK

Teacher Directions and .ro-ing 6uestions ,e are no( &oin& to #ome around and pass out a post%evaluation to ea#h person/ Aou need to #omplete these on +our o(n, no help 'rom an+ o' us or an+one at +our table/ Raise +our hands (hen +ou are done and one o' us (ill #ome b+ to #olle#t +our paper/ "ns(er all 9uestions/ 7ere, a &uess is better than a blan:E

Student 7esponses%.ossi-le Misconceptions

Step 2 : Inquiry-Based Lesson Design in Mathematics & Science

Hames o' Students in !roup:LLLLLLLLLLLLLLLLLLLLLLLLLLLLL

Data Collection Table

%ata!recorder!should!input!the!&roup's!data!from!the!acti(it)!in!the!appropriate!place!on!the! ta*le.!!+or!e,ample-!the!time!and!the!distance!for!the!first!Star*urst!dropped!should!&o!in!the! row!la*eled!.1st/-!the!data!for!the!second!Star*urst!dropped!should!&o!in!the!row!la*eled!.2nd/! and!so!on.!!0t!is!possi*le!that!)ou!will!not!use!all!2#!rows.!
Starburst (in the order they were dropped) 1st 2nd 3rd 1th 2th 3th 4th!
th

Time in seconds (start at 0 seconds)

Distance from starting point to Starburst in centimeters

5th 1#th 11th 12th 13th 11th 12th 13th 14th 1

th

Step 2 : Inquiry-Based Lesson Design in Mathematics & Science

15th 2#th